Trust in yourself!
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At the intersection of performance art, research, non-formal education, and community activism, the "School of Disobedience" was dreamed up and created by Anna Ádám, as part of her artistic practice. The project is divided into three main interconnected activities: non-canonical and decolonial art education (Performance+Art School), women empowerment (Feminist Fight Club), and healing (Summer Camps).
Mixing embodied practices and theoretic insights, the Performance+Art School is an experimental, anti-academic, and critical platform, open for women. For all women regardless age, race, sexual orientation, religion, political leanings, professional and personal background... Through critical pedagogy, experiential- and non-formal education, empowerment methods, guerilla tactics, community building- and organizing practices, the school encourages students to liberate their voice, body and mind, echo freely local cultural, and socio-political contexts, challenge hegemonic class, gender, normative behaviors, and dominant ideologies, develop their capacities to resist, protest, and revolt: achieve small but sustainable changes. |
The School of Disobedience's Performance+Art School doesn't have a permanent address, it is a traveling school, pop-up, and nomadic. We set it up temporarily in formal and informal venues, structures, festivals where we are invited. Our mission is to create inside of those “hard” structures and rigid walls a passionate and radical “soft space” for a short period of time. Dislocating our activities allows us to think local and act local. Share and care.
philosophy
In our Performance+Art School, you are encouraged to produce and share knowledge and tools to imagine the framework for a new economy of performing arts, in which the focus is switched from competition, career, fame, glory, and visibility to mutualisation, cooperation, collaboration, support, and care. A new world, where you don’t have to obey other's gaze, and judgments, handle the profession's pressure, and respond to gatekeeper's and standard-bearer's expectations. Putting the body, emotions, and critical theory on the same level, this new world is constructed beyond dualisms, where you constantly look for ambiguity, nuances and different shades of grey, celebrate in-betweens, wiggle rooms, doubt, and uncertainty, welcome diversity, applaud critical and divergent thinking, celebrate disagreement, dissent, resistance, and nonconformity. You unlearn western aesthetics, academic canons, beauty norms, manners and patterns in contemporary performance art, and relearn how to dare to behave differently, create unconventionally, think outside-of-the-box.
You are given a chance to build collectively a structured "creative healing space" to connect, collaborate, learn, and create with fellow students.
A space, where you can reflect on yourself as both an individual and member of a community.
Where you can find ways to support yourself and support others.
Where you can progress, move forwards, grow.
Gain confidence and strength from friendship, trust, and togetherness
You are given a chance to build collectively a structured "creative healing space" to connect, collaborate, learn, and create with fellow students.
A space, where you can reflect on yourself as both an individual and member of a community.
Where you can find ways to support yourself and support others.
Where you can progress, move forwards, grow.
Gain confidence and strength from friendship, trust, and togetherness
what is school?
For a school of tomorrow, we want to create an environment that is above all joyful and positive, where students are accepted, respected, challenged, where beyond constructive criticism they receive encouragement. Where students are neither put in boxes, nor judged. Where students can express themselves openly and simply. Where they are taught autonomy and independence without being abandoned, where they are accompanied and supported in their projects and in their dreams. Where students not only have the right to go against canons, traditions, conventions and norms, but where they are encouraged to do so. Where other forms of knowledge than theoretical are also considered and taught. Perception, empathy, emotions, intuitions.
Personal stories, life experiences.
In the school of tomorrow teachers do not tell students what to think, what to believe in, but open "doors" for them and offer them a multitude of possibilities, knowledge, tools, ways of doing and ways of seeing things. Teachers do not take advantage of the young age and the extreme sensitivity of the students to influence them, to transmit to them their personal convictions and struggles. Rather they teach them critical thinking, doubt and skepticism.
Open-mindedness, curiosity, empathy.
This school would then be human, warm, and generous.
This school is going to raise students, teach them to trust in themselves, believe in themselves, be themselves.
This school will make students become authentic, sincere and courageous.
That’s how they will face the world.
Personal stories, life experiences.
In the school of tomorrow teachers do not tell students what to think, what to believe in, but open "doors" for them and offer them a multitude of possibilities, knowledge, tools, ways of doing and ways of seeing things. Teachers do not take advantage of the young age and the extreme sensitivity of the students to influence them, to transmit to them their personal convictions and struggles. Rather they teach them critical thinking, doubt and skepticism.
Open-mindedness, curiosity, empathy.
This school would then be human, warm, and generous.
This school is going to raise students, teach them to trust in themselves, believe in themselves, be themselves.
This school will make students become authentic, sincere and courageous.
That’s how they will face the world.
