Break-in' Point: Somatic narratives: The convergence of arts and science in the transformation of temporal communities

TL;DR

Break-in' Point is an arts and science performance exploring resilience and transformation through embodied encounters, integrating physical, mental, and emotional aspects, and extending into digital education and community engagement.

Contribution

It introduces new concepts linking arts and science to resilience, health, and digital pedagogy, expanding understanding of community arts practices and embodied transformation.

Findings

Engaged audiences in somatic zones beyond traditional performance.

Integrated digital technology into arts-science education.

Highlighted arts' role in healing and resilience practices.

Abstract

Break-in' Point, a 2012 arts and science performance and community engagement research initiative, was presented in the spring and fall semesters at the University of Leeds in the United Kingdom at Stage@Leeds. The outcome of a collaboration between dance artist A3 and theoretical physicist A2, under the direction of performance researcher A1, Break-in' Point is based on a series of real-life encounters at intersections of arts and science - exploring force, risk, exposure and resilience. The Break-in' Point performance offered an interrogation of the critical point at which physical, mental, and/or emotional strength give way under stress - causing structural degeneration and the experience of what lies beyond. This article is an examination of the performance, reviewing and analysing it as an imagined somatic zone - embodied encounters that transcend temporal bound-ness, compelling and igniting new possibilities - that engaged spiritual and epistemological transformation of performers and audiences. The article addresses three main periods in the life of Break-in' Point: (1) the development period - script building and rehearsals, (2) the performance - live encounters between and among performers and audiences and (3) beyond the theatre - digital engagements in the classroom and pedagogy. The article contributes new concepts and new ways of thinking about science education, the role of digital technology in pedagogy, dance/theatre public engagement and community arts practices as practices of healing, health and resilience.