The abstract from a Penn State Graduate School of Visual Arts dissertation written by Renée Kredell aptly summarizes performance art pedagogy which has partly informed our crochet classroom project:
“…performance art, used as a pedagogical methodology, can create an educational space that is transformative (causing reflection, both personal, and institutional. The dissertation aligns performance-art pedagogy with critical pedagogy investigating how it creates transformation and reflection for involved participants. It defines the parameters of an educational performance within a performance-art pedagogical space, clarifying the terms: unsettled space, unsettled content, liminal and performantivity, as they relate to the functioning model of performance-art pedagogy. The researcher used an Arts-based inquiry methodology entering the site as an artist/teacher/research. The philosophical frame aligns itself with radical pedagogical theory that believes education is not a place for the reinscription of knowledge but a place for individual engagement where personal narratives are in concert with ideas (past, present, future) in relation to current culture.” (Kredell 2009)
https://etda.libraries.psu.edu/files/final_submissions/5103