A Study on the Direction of Performance-Based Cyborg Pedagogy in Art Education

Purpose: This study aimed to propose a direction for performance-based art education for cyborg pedagogy. Method: This study used a literature review as its research methodology. Results: The research findings show that Performance-based Cyborg Pedagogy Art Education is an education that allows learners to explore how technology intervenes, oppresses or acts as a possibility in the formation of their existence, life and identity. It is an education that allows learners to explore the hybrid nature of their existence, their position in existence and the relationships they form in the context of their own lives. It is an education that allows such exploration and inquiry to lead to performance in and through media and place based on the lives of individual learners. This study describes the content elements and pedagogical principles as the direction of performance-based cyborg pedagogy in art education. The content elements proposed were performances based on the combination of body and technology, performances based on the combination of body and organism, and performances based on the combination of body and media. As a principle of education, first, we will let students perform their identity, which is continuously created in relationships as a hybrid cyborg, based on their personal narratives; second, we will let students experience how power and ideology, combined with technology, are applied to the body in various aspects of their lives through performances that use the body; Third, by having students participate in and respond to different performances, we will allow them to exercise agency in real life, which unfolds in different ways; fourth, in the process of experiencing the materiality of the body, we will allow students to experience relationships, care, the agency of cyborgs and the impossibility of subjectivity. Conclusion: It is expected that performance-based cyborg pedagogy will serve as a driving force to enable our learners of this era to reflect on their ways of being and to restore agency and relationality.