ABSTRACT
In this chapter, Daniel Oliver and Sumita Majumdar draw on their experiences as a dyspraxic teacher and an autistic student on a post-graduate performance-making module that focused on Live Art practices. They propose that Live Art practices are best taught through an approach to teaching in which the facilitator is unabashed in their own refusal to overcome or suppress their own othered and idiosyncratic modes of being and doing. They argue for a stubborn openness toward modes of being and doing that might feel irrelevant, digressive or distracted – citing these as ideal attributes for the development of a Live Art practice. This is defined as a neurodivergent and ‘normodivergent’ approach – ‘normodivergent’ being Sumita’s term for those who diverge from social norms but are not necessarily diagnosed with a neurological divergency.
