An interactive performance in which participants co-create music by independently manipulating its elements, exploring how instant shared feedback enables both collaboration and "light conflict." The piece probes the boundaries between productive and unproductive friction in spontaneous collaborative music-making.
A live, improvisational "actual play" performance of the tabletop roleplaying game "We Know Something You Don't Know," designed to support educator learning. Players create "complex yet capable" troublemaker characters to examine power hierarchies in schooling and cultivate critical civic empathy.
A performance and reflection from actor, teaching artist, and scholar Kailea Saplan on the connections between theatre, education, and the learning sciences. Drawing on a background spanning a PhD in Curriculum and Instruction and MFA acting training, it considers how the arts can foster curiosity, compassion, and diversity in how we educate.
An arts installation reimagines the origami lotus using thermochromic paint so each piece visibly transforms, blending Eastern symbolism with Western psychology as a ritual for reflecting on life's cycles. It offers children a hands-on cognitive activity and older participants a meditation on change and renewal.
A team of learning scientists and dancer-choreographers shares MOVE about it, a deck of movement-prompt cards from the Choreographing Science Project for sparking collective thinking through improvisational choreography. The work explores how dancing together can destabilize epistemic hierarchies and support embodied learning.
An interactive gallery presents 18 original collages framing (un)learning as an active, political, communal process, with visitors invited to make their own collaborative collages. The pieces surface how learning can naturalize harmful categories and beliefs, prompting reflection on what must be unlearned and relearned.
A live improvisational performance pairing solo piano with spontaneous movement to explore how learning emerges from relationships among sound, body, and attention. Grounded in constructionism and arts-based research, it invites participants to co-create meaning and dissolve the artist-audience boundary.
A conceptual art piece presented as a performance score that reframes the academic conference submission process itself as the artwork. It instructs participants through steps involving shuffled printed materials and a repurposed slide template, satirizing scholarly presentation conventions.