Doing Knowledge: Exploring the Tresholds of Lecturing and Performing,
Dr. Lucia Rainer
For quite some time now I have observed myself being interested in ‘how we do what we do’.
How do we speak? How do our bodies speak? How do rooms and requisites speak? How do spatial orders speak? How do audiences speak? And most interesting: How do topics speak?
Taking these questions as a starting point, my presentation reflects on the modus operandi of lecture performances, drawing on my own experience as a lecture performer. Thus, being interested in how topics speak, I will discuss lecture performances as alluding to a modus operandi that provides a space to affirm and undermine academic and artistic framings, despite of historical traditions, i.e. adverting to the Greek classics, within which academic and artistic research are systematically isolated from one another. My presentation opposes this very classification facilitating both the coalition as well as the confrontation of lecture and performance concepts. It reflects upon knowledge as linked to the subject of research, following to the hypothesis that knowledge practices stand their ground in academic as well as artistic frameworks, not being mutually exclusive, and not competing with one another. Rather, the framing ‘lecture performance’ instead of ‘lecture’ or ‘performance’ suggests and encompasses the potential to actuate a process of re-definition. This re-definition evokes reflection on which research and knowledge practices are privileged, marginalized, and excluded, encompassing the potential of exhibiting and undermining standardized frameworks, frames and framings (Goffman 1974) to which art and academia are traditionally affiliated.