Performing arts classrooms are inherently collaborative, adaptive, and co-creative; however, they are rarely framed as sites of open pedagogy. This session argues that theatre and performance-based disciplines do not simply accommodate open practices; they embody them.
Drawing on the idea of open pedagogy as participatory and learner-driven, this presentation repositions performance as open knowledge-making. Students interpret, remix, and co-create meaning for audiences, aligning closely with open values.
Using a student-created zine project as a case study, this session explores how ephemeral performance can become tangible, shareable artifacts. Central to this work is student agency and consent: learners choose if and how their work is shared.
Attendees will gain a framework for designing open, participatory learning in creative and performance-based classrooms.
Attendees of this session will be able to:- Articulate how core elements of performance (collaboration, interpretation, audience engagement) align with open pedagogy principles.
- Analyze the role of student agency and consent in ethical open educational practices.
- Evaluate the opportunities and tensions of applying open pedagogy within embodied and arts-based classrooms.
- Consider assignments that position students as co-creators of knowledge in creative or non-traditional formats.
