Music, Medicine and Dance - exploring what it means to perform

该提案汇集了来自音乐、舞蹈、美术、医学和科学领域的实践者、学者和教育工作者，探讨跨学科方法在表演中的作用。它将探索在不同领域的表演意味着什么，并将绘制跨学科的“表演之路”，以增加我们对从新手到专家表演者的旅程的理解。确定不同学科的从业者所遇到的挑战，以及各自努力解决的挑战，将使我们能够利用网络的各种专业知识制定新的解决方案。初步调查的领域将包括身体和具体化的知识，吸引观众，管理表演焦虑，以及发展一个健康的表演者职业身份。乍一看，科学家和医生可能不是明显的“表演者”，至少与音乐家和舞蹈家不同。但仔细观察，我们发现他们的实践也需要很多相同的专业知识。例如，程序性知识——如何运用你所知道的去做——在艺术实践和工艺技能中是必不可少的。艺术家将主题知识与实践技能、灵活性、情感联系和有效沟通相结合。综合起来，这些技巧代表了表演的工艺。医学虽然经常被认为是一个科学领域，但它是应用科学与工艺和性能相结合的产物。临床医生必须对疾病和如何治疗疾病有充分的了解。但更重要的是，医生也必须将这些知识与实践技能、灵活性、情感联系和有效沟通结合起来。为了阻止动脉出血，外科医生必须利用他们的解剖学知识来识别问题，并利用他们的实际专业知识来处理问题（用缝合线捆扎血管）。但他们无法单独做到这一点。手术需要团队合作。在紧急情况下，外科团队必须在手术台上的狭窄区域内以极快的速度协同工作。他们在这个有限的空间里快速而专业的动作有着舞蹈的优雅和精确。然而，这种动作的协调性是随着时间的推移而发展起来的——尽管这是预料之中的，但却没有明文教导。临床医生可以从艺术“表演之路”中使用的观点中获益良多。与此同时，我们将通过医学视角来看待艺术和音乐，从而确定舞蹈和音乐表演发展的方面，这些方面可能会从临床角度受益。考察其他学科的实践，可以让我们关注自己学科背后看不见的专业知识。承认并支持这些看不见的技能的发展，有可能改变从业者的观点，从学习者转变为专业人士，并支持他们在通往绩效的道路上的旅程。该提案是伦敦帝国理工学院参与与模拟科学中心、皇家音乐学院/帝国表演科学中心和考文垂大学舞蹈研究中心的联合倡议。它将汇集来自这三个机构的学者和教育工作者以及非学术专家实践者。会员将在六个主题研讨会上交换意见。他们将在自己的专业中找出对其他学科最有潜在好处的方面。利用这个网络，核心项目成员将开发和试点跨学科的教育干预措施，旨在支持学生的“表现之路”。混合方法的方法将调查这种类型的学习的价值。研究结果会向公众及各院校公布，以加深我们对跨学科教育的认识，并推动更多跨学科教育的发展。

This proposal brings together a network of practitioners, academics, and educators from music, dance, fine arts, medicine,and science to investigate the role of cross-disciplinary approaches to performance. It will explore what it means to performin different fields and will map the "pathway to performance" across disciplines to increase our understanding of the journeyfrom novice to expert performer. Identifying the challenges that practitioners across different disciplines encounter, andstruggle to address in isolation, will allow us to develop novel solutions drawing on the diverse expertise of the network.Areas of initial investigation will include physicality and embodied knowledge, engaging audiences, managing performanceanxiety, and developing a healthy professional identity as a performer.At first glance scientists and doctors may not obviously be "performers", at least not in the same sense as musicians anddancers. But on closer inspection we see that much of the same expertise is required for their practice. For instance,procedural knowledge - how to apply what you know in order to do - is essential in artistic practice and craft-based skills.Artists integrate subject matter knowledge with practical skills, dexterity, emotional connection and effectivecommunication. Combined, these skills represent the craftsmanship of performance. Medicine, though often perceived tobe a scientific field, sits at an intersection where applied science meets craftmanship and performance. Clinicians must have sound knowledge of disease and how to treat it. But, more than this, doctors too must integrate this knowledge withpractical skills, dexterity, emotional connection and effective communication. To stop bleeding from an artery, a surgeonmust use their anatomical knowledge to identify the problem and their practical expertise to deal with it (tie the vessel with asuture). But they cannot do this alone. Surgery depends on team work. In an emergency, a surgical team must worktogether at breakneck speed in a confined area around the operating table. Their rapid expert movements in this confinedspace have a choreographic elegance and precision. Yet this co-ordination of movement develops over time - thoughexpected, it is not explicitly taught. Clinicians may benefit greatly from perspectives used in the artistic "pathway toperformance". At the same time, we will identify aspect of performance development in dance and music which may benefitfrom clinical perspectives by viewing arts and music through a medical lens.Inspecting the practices of other disciplines brings into focus the unseen expertise behind our own. Recognising andsupporting the development of these unseen skills has the potential to transform the perspective of practitioners, fromlearner to professional, and support their journey along the pathway to performance.This proposal is a joint initiative between the Centre for Engagement and Simulation Science at Imperial College London,the Royal College of Music/Imperial Centre for Performance Science and the Centre for Dance Research at CoventryUniversity. It will bring together academics and educators from these three institutions as well as non-academic expertpractitioners. Members will exchange ideas in a series of six themed workshops. They will identify aspects within their owncraft of greatest potential benefit to other disciplines. Drawing on this network, core-project members will develop and pilotcross-disciplinary educational interventions aimed at supporting students on their "pathway to performance". A mixedmethods approach will investigate the value of this type of learning. Outcomes from the research will be disseminatedpublicly and at an institutional level to enhance our understanding of cross-disciplinary education and promote thedevelopment of further cross-disciplinary initiatives.