Entangled Affects: \nSite-responsive Experiments Using Actor Training Methods
Bibliographic record
Abstract
This thesis is an ethnography and critical analysis of a practice as research project that I conducted in the Fall of 2017 to investigate three interstitial sites nested around the Concordia University campus in downtown Montreal. I began with the premise that the body, sensitive and responsive to a site, could engage with it through movement and in so doing, render important aspects of the site palpable. I asked: if the body is available to being moved by the site’s affect, what may be understood about the site through that engagement? In order to explore this notion, I conducted a series of experiments which facilitated participants’ site-responsive movements, as generated through exercises drawn from theatre acting training and from a class in somatic approaches to movement. \n \nThis interdisciplinary research is grounded in my theatre practice and informed by theory based in the empirical study of performance methods. By applying the training methods towards engagement with the site, I extended them towards a framing as spatial practices, thus creating a platform for critiquing the site. Through this study, I seek to illuminate connections between the site’s social, historical, and economic contexts, its materiality, and the affects that thread into the participants’ experiences. I aim to underline the importance of affect in interstitial spaces, to demonstrate the potential of embodied performance practices to engage with that affect, and to contribute a methodology for generating and analysing qualitative, embodied, site-responsive data.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".