Pedagogic In(ter)ventions

This chapter investigates how working with Yvonne Rainer’s “Continuous Project–Altered Daily” in a dance educational setting gears the attention toward the importance of context, corporeal and group knowledge, and the specific skills of reenacting the scores of performances of avant-garde dance. Thus, the chapter not only allows for a wider theorization of working with the past as a performative practice, but also rereads common interpretations of Rainer’s work that so far have predominantly focused on the anti-institutional aspects; thus the chapter focuses on revealing the productive, highly cooperative, and performative knowledge that was also constitutive for Rainer’s creation processes and improvisation-based performances.