- 2021 / A Microtopia of Arts Education
- 2020 / It’s all about art
- 2018 / dunst 2001-07 – Aesthetics of Abjection
dunst 2001-07 Aesthetics of Abjections
I have contributed with an article in Bodies of Difference/Kroppe i Forskellighed, issue #29/30 of Peripeti – a magazine for dramaturgical studies: ‘dunst 2001-07 Aesthetics of Abjections’ is an article discussing the significance of artistic experimentation in the gender political association dunst motivated by a rebelliousness that creates a dilemma of both rejecting and allowing heteronormativity to demonize the association itself. The discussion of dunst is based on theories of abjection, the semiotic and disidentification.
All the articles of the magazine are available here.
It’s all about art
This volume is an invaluable resource for teachers, policy makers, artists and scholars interested in pedagogy, choreography, community dance practice, social and cultural studies, aesthetics and interdisciplinary arts. By understanding the impact of these cross-border collaborative initiatives, readers can better understand, promote and create new ways of thinking and working in the field of dance education for the benefit of new generations.
A Microtopia of Arts Education
This article is a part of the dance/visual arts project Red Apples – Green Apples.
In 2021 we published the article A Microtopia of Arts Education together with Charlotte Svendler Nielsen, Gerard M. Samuel, Liesl Hartman, Fabian Hartzenberg and Olaf Gerlach-Hansen.
Abstract: Red Apples–Green Apples is a dance/visual arts project, which was started by an intercultural group of artists, teachers and researchers with10 –11-year-old children living in Cape Town and Copenhagen in 2017. The project has since focused on the school class in Cape Town with biannual project weeks ending in 2020. The activities of the project have contributed to illuminating how arts education can promote the culture–nature dimension of the UN Sustainable Development Goals, and from a more philosophical viewpoint what children can learn through artistic–educational collaborations about themselves, others and their surroundings. In this article, examples drawn from videographic material and children’s experiences expressed in multi-modal formats are discussed in relation to SDG no. 4 focusing on quality education and the implementation of the new EU strategic approach to international cultural relations.