PEDAGOGY

The School Of Disappearance as a pedagogical system, was founded in 2013. It was initially modeled, in form, on the Slow Training For Embodied Projects (2008-20012) a physically based artistic training, developed in collaboration with Wilma Vesseur of the Netherlands; and upon Marcus' prior pedagogy, Sensation and Form and Technique for a Soft Body (1991-2008), trainings in dance composition and performance, and physical technique, respectively.

The pedagogy is a somatically grounded inquiry into the nature of forms and how they arise and dissolve, within worlds. All phenomena, whether experienced as internal, external, physical or psychological, are included as potential material for phenomenological investigation in movement.

The content of the inquiry is open ended from the Disappearance perspective: the what is determined by whom (is present) in relation to the site (and its objects), in a given movement period. 


The practice, in form, is simple, requiring no specialized training (in the narrow sense) and consists in periods of movement and stillness, framed by a coming together to speak to what arises during these periods. There is no choreography in the traditional sense, i.e., there are no limits on movement vocabulary or sound, and no hard spacial limits, although generally, a movement studio is the spacial center of the practice in classes and workshops, to provide containment and the physical safety that encourages vulnerability and release. There are, however, principles that emerge in time, which invite the imposition of voluntary limits in that such limits contribute to the cultivation of freedom of expression of the individual within the hold and in support of ensemble expression in it’s diversity and wholeness.

Classes and intensives are open to individuals with some experience in the group work, those who have completed an introduction, or a set of individual one on one sessions with Andrew, or by special arrangement with adequate background in related work.

Additionally, practice sessions, in which Andrew will participate, but not teach, are in the planning stages.