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首页> 外文期刊>Research in Drama Education >Loaded pistols: the interplay of social intervention and anti-aesthetic tradition in learning disabled performance
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Loaded pistols: the interplay of social intervention and anti-aesthetic tradition in learning disabled performance

机译：装满手枪的人：社交干预和反审美传统在学习障碍者表现中的相互作用

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This article considers the aesthetics of applied performance with people with learning disabilities. Focusing on the integrated punk band Heavy Load, it explores how the aesthetic structure reconstructs notions of learning disability and intervenes in its social experience. It argues that this is facilitated through the punk form which positions itself as an anti-aesthetic, and therefore assumes an oppositional stance to conformity, including intellectual elitism. For the learning disabled performers, the form necessitates a juxtaposition of the familiar and the strange that validates their status as artists and permits a level of autonomy that is constrained in other areas of their lives. Furthermore, at a representational level, learning disabled identity had already been placed inside punk's anti-aesthetic by The Sex Pistols, both for theatrical purposes and as part of an anarchic practice of detournment. In reclaiming this learning disabled persona, Heavy Load is able to negotiate associations of moral transgressor and cultural outsider, and enact a refusal to be positioned as such: paradoxically, it is through the appropriation of an oppositional aesthetic that a case can be made for assimilation. The article concludes that applied performance acquires impact through the interplay between context, constituency and the lateral and historical associations of aesthetic form.View full textDownload full textKeywordslearning disability, applied performance, punk, anti-aesthetic, Heavy LoadRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13569783.2010.512186
机译：本文考虑了学习障碍者的应用绩效美学。着眼于整合的朋克乐队“重负载”，它探索了美学结构如何重构学习障碍的观念并干预其社会经验。它认为，通过将朋克形式定位为反美学的朋克形式可以促进这种情况的发展，因此，朋克形式将自身定位为反对顺从性，包括知识分子精英主义。对于学习障碍的表演者，该表格需要将熟悉的和陌生的事物并置，以验证其作为艺术家的身份，并允许一定程度的自主权受其生活其他方面的限制。此外，在代表性的层面上，性手枪已经将学习障碍者的身份置于朋克的反美学之内，既用于戏剧目的，又是de回的无政府行为的一部分。重拾学习障碍者的性格时，Heavy Load可以协商道德违法者与文化局外人的联系，并拒绝这样定位：自相矛盾的是，通过对立美学的运用，可以得出同化的理由。 。本文的结论是，应用性能通过上下文，选区以及美学形式的横向和历史关联之间的相互作用而获得影响。查看全文下载全文关键词学习障碍，应用性能，朋克，抗美学，重负荷相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，services_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13569783.2010.512186

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