Pedagogy of the Clown : Clowning Principles in Education

This book discusses the tradition of clowning from an educational perspective, highlighting the resonant philosophies between the two professions and asking what one can learn from the other. Modern day clowning follows an age-old tradition, with a set of principles and beliefs expounded by proponents of the profession. Throughout the principles of clowning, themes of subversion, inversion, play and challenge recur. These same ideas have a place in the classroom, not as everyday practice but perhaps as a leitmotif. The book is therefore a call for educators to consider their position within the learning environment and to embody the clown spirit. By looking outside of traditional pedagogical thinking and training, this book demonstrates ideas and techniques from which educators can borrow or learn, allowing them to enhance their own methods and practices. It offers an opportunity to revisit the dynamics of the classroom through the recognition of the important role that the clown can play in society. Preface 5 Acknowledgements 6 Contents 8 Chapter 1: Introduction 10 Overview 10 Motivation 11 Pedagogy for Contemporary Learning 12 The Clown 13 Clown Terminology 14 Structure 15 References 18 Part I: Clowns in Historical and Contemporary Contexts 19 Chapter 2: International Clowns and Clown Societies—The Role of the Clown Across Time and Space 20 Introduction 20 Ancient and Historical Clowns 21 Ancient Egypt 21 Ancient Greece 22 Ancient Rome 22 The English Fool 23 Historical Overview 26 Clowns Across Cultures 26 Shakespearean Fools 27 South Asia 30 Clown Societies 33 Native American Clowns 34 Coyote The Trickster 34 Koyemshi of the Pueblo 35 Heyoka of the Plains 36 African Clowns 37 Sanankuya of West Africa 37 Koreduga of the Bamana 38 Summary 39 References 41 Chapter 3: The Clown in Society 43 Introduction 43 Medical Clowns 44 Clowns for Social Action 48 Clowns in Crisis Situations 51 Sacred Clowns/Religious Clowns 54 Summary 56 References 57 Chapter 4: Negative Portrayals of the Clown 60 Introduction 60 The Scary Clown 60 Fear of Clowns 62 Mr Punch 64 Scary Clowns in Fiction 66 Killer Clowns 68 Real-Life Evil Clown 69 Clown Misrepresentation 70 Class Clown—Not Such a Bad Clown 70 Political Portrayals 72 Summary 74 References 75 Part II: Clowns and Education: Introducing the Clown-Teacher 77 Introduction 77 Academic Jesters 77 Chapter 5: Lecoq and the Modern Clown 83 Introduction 83 Lecoq 84 Five Dramatic Territories 86 Tragedy 86 Melodrama 87 Commedia dell’arte 89 Bouffon 92 Clown 94 Summary 97 References 98 Chapter 6: Improvisation, Risk and Failure, Connection through Reflection: Perspectives Through Narratives of Modern Masters 100 Introduction 100 Improvisation 101 Risk and Failure 104 Connection Through Reflection 108 Summary 111 References 112 Chapter 7: Clowning and Creative Teaching: How to Be a Clown-Teacher 116 Introduction 116 Nalle Laanela: Connecting, Naivety and Play 117 Connecting 118 Naivety 119 Building Connection 120 Playing 121 Andrea Jiménez: Becoming a Clown 122 Summary 124 References 125 Chapter 8: Clown Pedagogical Spaces 128 Introduction 128 Rites of Passage and Thresholds 129 Liminality 130 Mezirow—Transformation 131 Occupying the Uncomfortable 132 Transformation Through Reflection 133 Dancing with Doubt 135 Troublesome Knowledge 136 Threshold Concepts and Liminality 137 Threshold Concepts and Liminality with Clowns 139 Summary 140 References 142 Chapter 9: Conclusion 145 Introduction 145 Practical Lessons 145 Improvisation, Failure, Empathy and Connection 146 The Clown-Teacher Challenge 147 In Liminal Space 148 Maintaining the Integrity of the Clown 149 Hope for the Future 149 References 150 Index 151