who's who in research visuAl Arts - Intellect

Alissa Clarke
De Montfort University, Department
of Performance and Digital Arts,
Faculty of Humanities, Clephan
Building, Leicester, Leicestershire,
LE1 9BH, United Kingdom
Keywords psychophysical, performer
training, Phillip Zarrilli, Sandra
Reeve, mistakes/failure
James Edward Clayson
American University of Paris, 85, rue
de Mauberge, Paris, 7510, France
Keywords constructionism, liberal
arts, logo, visual thinking, visual
modeling
Kyushu University, Japan. He has published widely in the fields of
phenomenology, hermeneutics, ethics, education, art studies, dialogical
philosophy, French poststructuralism and the Kyoto School. He is the
founding chief editor of Culture and, with Arto Haapala, of the journal
of philosophy
› Beyond the institutional site and the ethos of the void: the relevance of
Gabriel Marcel's Creative Fidelity, Journal of Visual Art Practice, 4.2, 167-
176.
Alissa Clarke has recently completed her AHRC-funded Ph.D. in the
Department of Drama at the University of Exeter where she has also
been working as a teaching assistant. Her thesis is entitled ‘Writing
through the Body: Exploring Embodied Performative Processes of
Writing About Psychophysical Performer Trainings’. Alissa has been
practising Phillip Zarrilli’s psychophysical performer training since
2002, and has been involved with Sandra Reeve’s ‘Move into Life’
work since 2005. Her research interests include: psychophysical
performance and performer training, feminist and gender theory and
performance practice, and documentation of performance.
› ‘Advance error by error, with erring steps’: embracing and exploring
mistakes and failure across the psychophysical performer training space and
the page1, Journal of Writing in Creative Practice, 2.2, 193-208.
James Clayson has been Professor of Applied Mathematics at the
American University of Paris for 25 years. He has also taught at the
Paris campus of Parsons School of Design and co-directed the Lacoste
School of Art in the south of France for many years. He discovered
teaching after having had a career in management consulting and
operational research in California. He is interested in developing
undergraduate courses that integrate visual thinking, computer
explorations, public speaking and journal writing into traditional
mathematics courses. In addition he is an advocate of George Kelly’s
Personal Construct Psychology and uses constructionist approaches to
build a common language and learning community within his
classroom. The shared building experience is especially meaningful
where students come from more than 100 different countries, speak a
great number of languages and have passed through many different
kinds of educational institutions.