Sisters Academy is research-based. Sisters Hope develops new art-based research methods to collect data on each manifested academy. These methods allows us to transport data out of the sensuous experiment while the participants are in the sensuous and poetic mode which it is the ambition to activate during the academy. It is the development of a new methodological and analytical tool that operates from within while it transports data out. Thus, the content of The Archive (see below) gives us special insight into the aesthetic mode of being as the data is produced while the aesthetic experiment and experience is going on rather than afterwards. Do also see our study on the potential transformative impact of our performance methods here: Transformative Impact – Art-based research on Sisters Academy.
The concrete tools for data collection during the academies include logbooks, notebooks, diaries, an unmanned confession booth equipped with a camera and other articles which is donated to our Archive. The aim is to identify a selection of informants response to the Academy’s radically different educational, performance- and research approach. All data collected during our manifestations is donated to our Archive. The Archive is open source. This mean that everyone can have access to the Archive, which we bring whenever we manifest in larger scale. The data in the Archive is accessible for research, visual representations and other purposes by everyone interested (We handle information according to the guidelines provided by The Faculty of Humanities’ Research Ethics Committee).
Besides the research that the sisters themselves will carry out the Advisory board of Sisters Academy has been invited to carry out research in this full-scale performance- and educational experiment.
We hope that this interdisciplinary and inter-institutional approach allows us to develop an overall inter-disciplinary research design within which all interested parties are invited to do research in Sisters Academy.
Please feel free to contact us if you are interested in doing research in Sisters Academy.
Sensuous Learning, Gry Worre Hallberg at TEDxUppsalaUniversity
Sensuous society, Gry Worre Hallberg at TEDxCopenhagenSalon
Sisters Academy: Radical Live Intervention into the Educational System in Experiencing Liveness in Contemporary Performance, Routledge, 2016
Keynote: Sisters Academy. Intervenerende performancepraksis og sanselig uddannelse in BUKS nr. 61, April 2016
Sanselig læring in Replikker, December 2015
All tomorrows dreams in DRAMA, Nordisk Dramapedagogisk Tidsskrift no. 01, 2015
Sensuous / Sisters – Intervenerende performancepraksis og sanselig uddannelse in Performance Designs 10 års jubilæumsbog, Roskilde University, September 2014
Udvikling af nykunstpædagogisk strategi MOVING ARTS, April 2014
Sisters Academy – Et uddannelsessystem neddyppet i sanselighed in Peripiti. Journal of dramaturgical studies. 20-2011. Theme: Music theatre, 2013
Sisters Hope – En kunstpædagogiks strategi forankret i en samtidskonstnerisk tendens in Peripiti. Journal of dramaturgical studies. 15-2011. Theme: Art pedagogy, 2011
Protected by the fiction in CCC, Goldsmiths, ISSUE 1 # Novelty, 2011
Sisters Hope – in Afart, 2011
At fænge elever med fiktion in the journal Gymnasieskolen, 2010
“Arts-in-business from 2004 to 2014 – From experiments in practice to research and leadership development” in “Artistic interventions in organizations: Research, theory and practice” by Lotte Darsø, 2016. PDF
The performative schizoid method is developed as a contribution to performance as research by Connie Svabo. The method is inspired by contemporary research in the human and social sciences urging experimentation and researcher engagement with creative and artistic practice. Sisters Academy is mentioned as an inspiration for this method, and Svabo also initiated and conducted her experiments as a Visting researcher in Sisters Academy #3 – The Boarding School and in Sisters Eat at the Prague Quadrennial PQ15. In the article, the method is presented and an example is provided of a first exploratory engagement with it. The method is used in a specific project Becoming Iris, which enquires into the creation of arts-based knowledge during a three month visiting scholarship at a small, independent visual arts academy. Using the performative schizoid method in Becoming Iris results in four audio-visual and performance-based productions, centered on an emergent theme of the scholar acting as artist as the bird in borrowed feathers. Interestingly, the moral lesson of the fable about the vain jackdaw, who dresses in borrowed peacock feathers and becomes an outcast, stands in sharp contrast to the potential of a performative schizoid method: to liberally experiment and make-believe.
“Performative Schizoid Method: Performance as Research” in “PARtake: The Journal of Performance as Research” by Connie Svabo, 2016. PDF
An examination of the conceptual framework ‘The Critical Gaze’ and ‘The Devoted Body’ and how the terms affect the sensuous experiments conducted in Sisters Academy. Processed from the point of view of Maurice Merleau-Ponty’s definition of phenomenology, and the issue is investigated based on notebooks from 30 upper secondary school students who have participated in Sisters Academy. It is concluded that the critical gaze and the devoted body manifest as different levels of engagement in Sisters Academy. They affect each other continuously within the framework and hold different potentials in relation to the sensuous experiment. The devoted body holds potential to access new modes of being and being together and has the potential to expand its margin of manoeuvrability. The devoted body can also be a reflecting body. Devoted participants can feel limited by those who approach the experiment with a critical gaze, an approach that can appear one-dimensional. Simultaneously, the critical gaze can also be a vulnerable body. The concept of fear and fear of the unknown are relevant to both levels of engagement. Simultaneously, their way of responding to fear is also a part of what sets them apart from each other. The two concepts merge in the intersection, in ‘The Absorbed Body’, which takes the shape of a critical practice that plays out performatively in the meeting between the participant and the experiment.
Master Thesis, “The Hope of The Sensuous – An exploration of The Critical Gaze and The Devoted Body”, by Senderovitz, Nana, Roskilde University, Winter 2017/2018. PDF
An examination of how courage can be strengthened through performative practice and in which ways a focus on performativity can enhance and secure a more stable learning. The dissertation considers philosophical, psychological, collective, relational and phenomenological theories of art and courage in order to define courage in performativity and to create a method of practicing a more couragous approach to the practice. Ellen Flyvbjerg draws on her personal experiences from Sisters Academy #3 – The Boarding School in her research.
Bachelor Thesis, “At turde er at turde igen – praksisbaseret udvikling af performative metoder for øvelse af mod i kunstnerisk kontekst”, by Flyvbjerg K. Nielsen, Ellen, Copenhagen University, Spring 2016. PDF
Training for the Creative Economy
In their thesis Emilie Dipo Zimmermann and Carina M. E. Hammer investigate how current training initiatives are organizing to prepare participants for the creative economy. They use Sisters Academy as one of three cases. The thesis suggests that a framework towards training that can be used as an inspiration for practices and re-thinking training towards preparing the future worker for the creative economy.
Master Thesis, “Training for the Creative Economy” by Dipo Zimmermann, Emilie and M. E. Hammer, Carina, Copenhagen Business School, Spring 2016. PDF
In her Bachelor Thesis Maja Ejrnæs examines how teachers negotiate their responsibility to meet multicultural aspects and ethnic minoritiy children in a primary school in Denmark. Ejrnæs draws on her own experiences as a Sisters Academy staff member in her exploration. The study concludes that inclusion of ethnic minority children is a given but not fixed responsibility among primary school teachers, and it shows how teachers negotiate responsibility based on risk awareness and work motivation. It points at the importance of a teacher perspective in order to understand practices of inclusion in a primary school in Denmark.
Bachelor Thesis, “Den ordentlige lærer – En antropologisk undersøgelse af oplevet læreransvar på en ‘flerkulturel’ folkeskole i Danmark” by Maja Ejrnæs, Copenhagen University, Spring 2016. PDF
Examination paper, “Sanseæstetisk projektarbejde som Strategisk organisationsudvikling på Fremtidslinjen” by Morten Roneklint Ellehauge, Diplomuddannelsen, Spring 2016. PDF
Examination paper, “Sisters Academy – set i et transformativt læringsperspektiv” by Mette Laier Henriksen, Spring 2016. PDF
Bachelor Thesis, “Den æstetiske dimension – et blik på sanselig erfaring som grundlag for læring, dannelse og erkendelse, gennem et studie af performancegruppen Sisters Hope og værket Sisters Academy #3” by Mikkel Dahlin Bojesen, Copenhagen University, Spring 2016. PDF
Bachelor Thesis, “Sisters Academy – I et dannelsesperspektiv”, by Maja Ravn Christiansen, Aarhus University, Fall 2015. PDF
Sisters Academy – mellem ruminstallationer og interaktive performances
In the paper “Sisters Academy – mellem ruminstallationer og interaktive performances” Fransiska Sejten explores how Sisters Academy uses spacial installations and interactive performance art to create more sensuous modes of learning based on Sisters Academy #1 in VUC & HF Odense.
Examination Paper, “Sisters Academy – mellem ruminstallationer og interaktive performances” by Fransiska Sejten, Aarhus University, Autumn 2014. PDF
Sisters Academy – mellem idealistisk kunstpædagogik og aktivistisk kulturforskning
In the paper “Sisters Academy – mellem idealistisk kunstpædagogik og aktivistisk kulturforskning”. Fransiska Sejten investigates the pedagogic intention that lies behind Sisters Academy .
Examination Paper, “Sisters Academy – mellem idealistisk kunstpædagogik og aktivistisk kulturforskning” by Fransiska Sejten, Aarhus University, Spring 2015. PDF
In the Master Thesis “Diplomarbeit” Claudia Lomoschitz highlights Sisters Hope and the large-scale project Sisters Academy as an initiative that explores performative knowledge production. This is in continuation of the thesis’ main focus; new performative ways of generating and transferring bodily knowledge. The shift from rational, text based knowledge forms towards a bodily practical knowledge highlighted artistic practices and their forms of knowledge production.
Master Thesis, “Diplomarbeit” by Claudia Lomoschitz, The Academy of Fine Arts, Vienna, May 2014.
Sisters Academy som eksempel på samtidens sanselighedspædagogiske behov
In the paper “Sisters Academy som eksempel på samtidens sanselighedspædagogiske behov” Luna Christine Christensen explores the manifestation by Sisters Academy at Odense HF og VUC in the spring of 2014. Her focus is on the desire for more sensuous practices in contemporary pedagogical thinking.
Examination Paper, “Sisters Academy som eksempel på samtidens sanselighedspædagogiske behov” by Luna Christine Christensen, Aarhus. PDF
Teaterteori og poetik
In these two papers Katrine Koppelgaard and Louise Bruun Hansen investigates respectively the work of Sisters Hope and Cantabile 2. Their research is based on three joint collaborative work-days between the groups in Stege, Møn with the purpose of inspiring each other and exchanging experience and finding and unfolding related and different elements of their poetics. Same but not the same.
Koppelgaard focuses on the performativity and theatricality in Sisters Hope and Hansen explores the perception of art of Cantabile 2.
Examination Paper, “Teaterteori og poetik”, Dramaturgy, ARTS, Aarhus University by Katrine Koppelgaard. PDF
Examination Paper, “Teaterteori og poetik”, Dramaturgy, ARTS, Aarhus University by Louise Bruun Hansen. PDF
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