{"id":11,"date":"2017-07-11T15:30:12","date_gmt":"2017-07-11T12:30:12","guid":{"rendered":"http:\/\/nivel.teak.fi\/poetics-of-form\/?p=11"},"modified":"2026-01-26T16:23:44","modified_gmt":"2026-01-26T14:23:44","slug":"joa-hug-to-call-that-writing","status":"publish","type":"post","link":"https:\/\/nivel.teak.fi\/poetics-of-form\/joa-hug-to-call-that-writing\/","title":{"rendered":"To call that \u2018writing\u2019?"},"content":{"rendered":"<h2 class=\"wp-block-heading\">Diffracting the notion of &lsquo;writing&rsquo; with the <em>research score<\/em><\/h2>\n\n\n\n<blockquote class=\"wp-block-quote has-text-align-right is-layout-flow wp-block-quote-is-layout-flow\">\n<p class=\"has-text-align-right\">Diffraction troubles dichotomies, including some of the most sedimented and stabilized\/stabilizing binaries, such as organic\/inorganic and animate\/inanimate. Indeed, the quantum understanding of diffraction troubles the very notion of dichotomy&mdash;cutting into two&mdash;as a singular act of absolute differentiation, fracturing this from that, now from then.<\/p>\n<cite>(<span class=\"glossaryLink\"  aria-describedby=\"tt\"  data-cmtooltip=\"&lt;div class=glossaryItemBody&gt; Barad, Karen. 2014. &amp;lt;em&amp;gt;Diffracting Diffraction: Cutting Together-Apart&amp;lt;\/em&amp;gt;. Parallax 20 (3); original emphasis. &lt;\/div&gt;\"  data-mobile-support=\"0\"  data-gt-translate-attributes='[{\"attribute\":\"data-cmtooltip\", \"format\":\"html\"}]' tabindex='0' role='link'>Barad 2014<\/span>, 168)<\/cite><\/blockquote>\n\n\n\n<blockquote class=\"wp-block-quote has-text-align-right is-layout-flow wp-block-quote-is-layout-flow\">\n<p class=\"has-text-align-right\">Diffraction denotes the phenomenon of interference generated by the encounter of waves, be it light, sound or water and, within quantum physics, of matter itself. Such a superposition of waves produces a diffraction or interference pattern that records, i.e. incorporates the trajectory of waves. Donna Haraway draws on the optical phenomenon of diffraction as a metaphor and a method for knowledge production, because diffractions crucially differ from reflections. Whereas reflection is bound to &lsquo;repeating the Sacred Image of the Same&rsquo;, &lsquo;diffraction patterns record the history of interaction, interference, reinforcement, difference&rsquo;, as she points out.<\/p>\n<cite>(<span class=\"glossaryLink\"  aria-describedby=\"tt\"  data-cmtooltip=\"&lt;div class=glossaryItemBody&gt; Sehgal, Melanie. 2014. &amp;lt;em&amp;gt;Diffractive Propositions: Reading Alfred North Whitehead with Donna Haraway and Karen Barad&amp;lt;\/em&amp;gt;. Parallax 20 (3). &lt;\/div&gt;\"  data-mobile-support=\"0\"  data-gt-translate-attributes='[{\"attribute\":\"data-cmtooltip\", \"format\":\"html\"}]' tabindex='0' role='link'>Sehgal 2014<\/span>, 188)<\/cite><\/blockquote>\n\n\n\n<section class=\"flow-body\">\n<div class=\"row figrow\">\n    <div class=\"fig fig01 span4\"><div class=\"su-audio\" data-id=\"su_audio_player_69ede8e542622\" data-audio=\"http:\/\/nivel.teak.fi\/poetics-of-form\/wp-content\/uploads\/2017\/07\/rescore_writing_All_Nivel.mp3\" data-swf=\"https:\/\/nivel.teak.fi\/poetics-of-form\/wp-content\/plugins\/shortcodes-ultimate\/vendor\/jplayer\/jplayer.swf\" data-autoplay=\"yes\" data-loop=\"no\" style=\"\"><div id=\"su_audio_player_69ede8e542622\" class=\"jp-jplayer\"><\/div><div id=\"su_audio_player_69ede8e542622_container\" class=\"jp-audio\"><div class=\"jp-type-single\"><div class=\"jp-gui jp-interface\"><div class=\"jp-controls\"><span class=\"jp-play\"><\/span><span class=\"jp-pause\"><\/span><span class=\"jp-stop\"><\/span><span class=\"jp-mute\"><\/span><span class=\"jp-unmute\"><\/span><span class=\"jp-volume-max\"><\/span><\/div><div class=\"jp-progress\"><div class=\"jp-seek-bar\"><div class=\"jp-play-bar\"><\/div><\/div><\/div><div class=\"jp-volume-bar\"><div class=\"jp-volume-bar-value\"><\/div><\/div><div class=\"jp-current-time\"><\/div><div class=\"jp-duration\"><\/div><\/div><div class=\"jp-title\"><\/div><\/div><\/div><\/div><\/div><\/div>\n<div class=\"row figrow\">\n    <div class=\"span12\">\n        <p class=\"tab05\">The model of inscription<\/p>\n        <p class=\"tab05\">The dominant idea of the body as<\/p>\n        <p class=\"tab04\">Diffusion of confusion<\/p>\n        <p class=\"tab05\">A passive surface of inscription<\/p>\n        <p class=\"tab03\">Who is doing the writing?<\/p>\n        <p class=\"tab03\">What is the power of this?<\/p>\n\n        <p class=\"divi\"><\/p>\n\n        <p class=\"tab04\">Timelines of thoughts<\/p>\n        <p class=\"tab01\">How would we think together?<\/p>\n        <p class=\"tab03\">How is that thought coming into being?<\/p>\n        <p class=\"tab04\">How do we coalesce?<\/p>\n\n        <p class=\"divi\"><\/p>\n\n        <p class=\"tab04\">Coming together not quite in the right order<\/p>\n        <p class=\"tab03\">What kind of thinking is enacted here?<\/p>\n        <p class=\"tab00\">Hand-written<\/p>\n        <p class=\"tab03\">What kind of ideology?<\/p>\n        <p class=\"tab02\">Thinking together<\/p><\/div>\n    <\/div>\n<div class=\"row figrow\">\n    <div class=\"fig fig02 span4\"><\/div>\n\n    <div class=\"span8\">\n        <p class=\"divi08\"><\/p>\n        <p class=\"tab01\">Not in your own voice, but in the voice with someone else<\/p>\n        <p class=\"divi\"><\/p>\n        <p class=\"tab02\">Writing with hands<\/p><\/div>\n  <\/div>\n<div class=\"row figrow\">\n    <div class=\"span12\">\n         <p class=\"tab04\">Ventrilocating<\/p>\n         <p class=\"tab02\">With similar points of contact<\/p><\/div>\n<\/div>\n<div class=\"row figrow\">    \n    <div class=\"fig fig03 span4\"><\/div>\n    <div class=\"span8\">\n        <p class=\"divi08\"><\/p>\n        <p class=\"tab00\">Is it a co-articulation across gender?<\/p>\n        <p class=\"tab00\">Who is included?<\/p>\n        <p class=\"tab00\">Who is excluded?<\/p><\/div>\n <\/div>\n<div class=\"row figrow\">\n    <div class=\"span12\">\n        <p class=\"divi\"><\/p>\n    \n        <p class=\"tab02\">Together and apart<\/p>\n        <p class=\"tab00\">And at the same time full-body writing<\/p>\n        <p class=\"tab04\">Breathing through the winds of ghostly voices<\/p>\n        <p class=\"tab05\">Sensations pouring like ink<\/p><\/div>\n<\/div>\n<div class=\"row figrow\">\n    <div class=\"fig fig04 span4\"><\/div>\n    <div class=\"span8\">\n        <p class=\"divi10\"><\/p>\n        <p class=\"tab00\">Does it speak with authority?<\/p>\n        <p class=\"tab00\">Is it open to critique and to<\/p><\/div>\n <\/div>\n<div class=\"row figrow\">   <div class=\"span12\">\n        <p class=\"tab02\">Finding together<\/p>\n        <p class=\"tab03\">Its deconstruction?<\/p>\n        <p class=\"tab00\">Breathing into and through the bones<\/p>\n        <p class=\"tab03\">What is it bracketing?<\/p>\n        <p class=\"tab03\">Is it joyful?<\/p>\n         <p class=\"tab02\">No hesitation<\/p><\/div>    \n<\/div>\n<div class=\"row figrow\">\n<div class=\"fig fig05 span4\"><\/div>\n    <div class=\"span8\">\n        <p class=\"divi10\"><\/p>\n        <p class=\"tab00\">What kind of emotional tone does it have?<\/p>\n        <p class=\"tab00\">It seems to be so serious<\/p><\/div>\n<\/div>\n<div class=\"row figrow\">\n    <div class=\"span12\">\n        <p class=\"tab04\">Cracks<\/p>\n        <p class=\"tab03\">Does it allow for play?<\/p>\n        <p class=\"tab04\">Fissures<\/p>\n        <p class=\"tab00\">Through textures<\/p>\n        <p class=\"tab04\">Neighbours<\/p>\n        <p class=\"tab00\">Weaving in through the touch, the weight<\/p>\n        <p class=\"tab04\">Hosts and ghosts<\/p>\n        <p class=\"tab00\">Giving the weight<\/p>\n        <p class=\"tab00\">The direction<\/p>\n        <p class=\"tab02\">Only what it needs, and exactly only that<\/p>\n        <p class=\"tab03\">Would it be in any another situation?<\/p>\n        <p class=\"tab00\">If sensations can pass through so can thoughts<\/p>    \n        <p class=\"tab03\">How different is it really?<\/p>\n        <p class=\"tab02\">Always to the point, finishing the line<\/p>\n        <p class=\"tab03\">Does my touch change it?<\/p>\n        <p class=\"tab03\">Does it affect your thinking?<\/p>\n        <p class=\"tab02\">Clarity<\/p><\/div>\n<\/div>\n<div class=\"row figrow\">    \n    <div class=\"fig fig06 span4\"><\/div>\n    <div class=\"span8\">\n        <p class=\"divi12\"><\/p>\n        <p class=\"tab00\">To call that &lsquo;writing&rsquo;?<\/p><\/div>\n <\/div>\n<div class=\"row figrow\">\n    <div class=\"span12\">\n        <p class=\"divi\"><\/p>\n\n        <p class=\"tab03\">I can&rsquo;t quite get through you<\/p>\n        <p class=\"tab02\">Words not always come together<\/p>\n        <p class=\"tab01\">How it could be<\/p>\n        <p class=\"tab00\">The quality of its touch<\/p><\/div>\n\n<\/div>\n<div class=\"row figrow\">\n    <div class=\"fig fig07 span4\"><\/div>\n\n    <div class=\"span8\">\n        <p class=\"divi10\"><\/p>\n        <p class=\"tab00\">Sometimes they seem to surface, but then<\/p>\n        <p class=\"tab02\">Searching for yet another mode of entering<\/p>\n        <p class=\"tab00\">It is a bit dense, there&mdash;maybe you can loosen up a little<\/p><\/div>\n  <\/div>\n<div class=\"row figrow\">\n      <div class=\"span12\">\n        <p class=\"divi08\"><\/p>\n\n        <p class=\"tab05\">Composing<\/p>\n        <p class=\"tab05\">Words<\/p>\n        <p class=\"tab02\">They retreat again<\/p>\n        <p class=\"tab01\">Shared authorship<\/p>\n\n        <p class=\"divi\"><\/p>\n\n        <p class=\"tab05\">Creating the space for appearance<\/p>\n        <p class=\"tab02\">They reach towards<\/p>\n        <p class=\"tab02\">But then decide<\/p>\n        <p class=\"tab01\">Co-absence<\/p>\n        <p class=\"tab04\">Creating a different ecology of mind<\/p>\n        <p class=\"tab02\">To depart, to take another route<\/p>\n        <p class=\"tab00\">Becoming susceptible for his humour, his wit, his<\/p><\/div>\n\n<\/div>\n<div class=\"row figrow\">\n    <div class=\"fig fig08 span4\"><\/div>\n    <div class=\"span8\">\n        <p class=\"divi08\"><\/p>\n        <p class=\"tab02\">A technique<\/p>\n        <p class=\"tab00\">Enjoy that place!<\/p>\n        <p class=\"tab02\">Knowing how to do<\/p><\/div>\n <\/div>\n<div class=\"row figrow\">\n       <div class=\"span12\">\n        <p class=\"tab02\">To decompose again<\/p>\n        <p class=\"tab05\">Without pushing<\/p>\n        <p class=\"tab02\">Compost<\/p>\n        <p class=\"tab01\">Give it the final touch<\/p>\n        <p class=\"tab02\">Compos<em>ed<\/em><\/p>\n        <p class=\"tab05\">Without forcing<\/p>\n        <p class=\"tab02\">Be compos<em>ed<\/em><\/p>\n<\/div>\n<\/div>\n<div class=\"row figrow\">\n    <div class=\"fig fig09 span4\"><\/div>\n    <div class=\"span8\">\n        <p class=\"divi08\"><\/p>\n\n        <p class=\"tab01\">Is that mind extended<\/p>\n        <p class=\"tab02\">But with some<\/p>\n        <p class=\"tab01\">In the sense of being expanded?<\/p><\/div>\n  <\/div>\n<div class=\"row figrow\">\n      <div class=\"span12\">\n        <p class=\"tab05\">Determination<\/p>\n        <p class=\"tab04\">Spatially and temporally and whatever?<\/p>\n        <p class=\"tab05\">Writing from the place of touch<\/p>\n        <p class=\"tab05\">Where sensing and thinking are touching<\/p>\n        <p class=\"tab04\">Or is that mind a condensation, a crystallization of coagulated minds?<\/p><\/div>\n\n<\/div>\n<div class=\"row figrow\"> \n    <div class=\"fig fig10 span4\"><\/div>\n    <div class=\"span8\">\n        <p class=\"divi08\"><\/p>\n        <p class=\"tab02\">Collectives<\/p>\n        <p class=\"tab02\">Streams of consciousness<\/p>\n        <p class=\"tab02\">Emanating<\/p><\/div>\n<\/div>\n<div class=\"row figrow\">\n        <div class=\"span12\">\n        <p class=\"tab05\">With care for the other<\/p>\n        <p class=\"tab05\">Begins with a care for the self<\/p>\n        <p class=\"tab05\">Selfless selves<\/p>\n        <p class=\"tab05\">Co-existence<\/p><\/div><\/div>\n<div class=\"row figrow\">\n<div class=\"fig span4\">\n<iframe loading=\"lazy\" src=\"\/\/player.vimeo.com\/video\/227041635?autoplay=true&amp;loop=true\" width=\"100%\" height=\"100%\" frameborder=\"0\" webkitallowfullscreen=\"\" mozallowfullscreen=\"\" allowfullscreen=\"\" wmode=\"transparent\"><\/iframe>\n<\/div>\n<\/div>\n<\/section>\n\n\n\n<p>My doctoral research started out as an investigation into one of the core practices of Body Weather performance training&mdash;the so-called Manipulations.<span class=\"glossaryLink cmtt_hug\"  aria-describedby=\"tt\"  data-cmtooltip=\"&lt;div class=glossaryItemBody&gt; For a video registration of Manipulations No. 1 &amp;amp; 2 see &amp;lt;a href=&amp;quot;http:\/\/theatredanceperformancetraining.org\/2015\/11\/body-weather-manipulations-no-1-2\/&amp;quot; target=&amp;quot;_blank&amp;quot; rel=&amp;quot;noopener&amp;quot;&amp;gt;theatredanceperformancetraining.org\/2015\/11\/body-weather-manipulations-no-1-2&amp;lt;\/a&amp;gt; &lt;\/div&gt;\"  data-mobile-support=\"0\"  data-gt-translate-attributes='[{\"attribute\":\"data-cmtooltip\", \"format\":\"html\"}]' tabindex='0' role='link'>(1)<\/span>&nbsp;Conducted in pairs with alternating roles of &lsquo;giver&rsquo; and &lsquo;receiver&rsquo;, the Manipulations is a hands-on practice that draws on a range of diverse Eastern and Western somatic practices such as yoga, shiatsu, acupuncture, and manual therapy. As a pre-performative training practice, the aim of the Manipulations is to make the performer receptive and available to be moved by (human and non-human) agencies within and without the body.<\/p>\n\n\n\n<p>Initially, one objective of my research was to articulate the impact of the Manipulations on the practitioner, and the bodily knowledge created through that practice.<span class=\"glossaryLink cmtt_hug\"  aria-describedby=\"tt\"  data-cmtooltip=\"&lt;div class=glossaryItemBody&gt; See Joa Hug (2016), &amp;quot;Writing with practice: Body Weather performance training becomes a medium of artistic research&rdquo;, Theatre, Dance and Performance Training 7 (2), 168&ndash;189 as well as Joa Hug (2016), &amp;quot;Modes of Knowing in Body Weather Performance Training&rdquo;. In: Enderlein, Undine (ed.), Zwischenleiblichkeit und bewegtes Verstehen: Intercorporeity, Movement and Tacit Knowledge (Bielefeld: Transcript), pp. 367&ndash;380. &lt;\/div&gt;\"  data-mobile-support=\"0\"  data-gt-translate-attributes='[{\"attribute\":\"data-cmtooltip\", \"format\":\"html\"}]' tabindex='0' role='link'>(2)<\/span>&nbsp;The so-called research score became my main practical tool to accomplish that. The research score is a translation of the beginning sequence of the Manipulations from a duo into a solo practice: alone, the receiver recreates&mdash;with as much detail as possible&mdash;the sensation of being given. In addition and simultaneously to the task of physical recreation, the performer-researcher attends to the process of thinking and instantly articulates thoughts that arise in relation to a word or a concept chosen beforehand. The verbal articulation happens within the practice of the research score. Hence, the voice acts as a writing tool that is recorded on the spot, and transcribed afterwards.<span class=\"glossaryLink cmtt_hug\"  aria-describedby=\"tt\"  data-cmtooltip=\"&lt;div class=glossaryItemBody&gt; See Joa Hug (forthcoming), &amp;quot;No solutions: The research score as a medium of artistic research&rdquo;. The present piece was created on the basis of a series of six research scores that were recorded, transcribed, edited, and (re-)composed into one single track. &lt;\/div&gt;\"  data-mobile-support=\"0\"  data-gt-translate-attributes='[{\"attribute\":\"data-cmtooltip\", \"format\":\"html\"}]' tabindex='0' role='link'>(3)<\/span><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Notes<\/h2>\n\n\n\n<p>1) For a video registration of Manipulations No. 1 &amp; 2 see&nbsp;<a href=\"http:\/\/theatredanceperformancetraining.org\/2015\/11\/body-weather-manipulations-no-1-2\/\" target=\"_blank\" rel=\"noreferrer noopener\">theatredanceperformancetraining.org\/2015\/11\/body-weather-manipulations-no-1-2<\/a><br>2) See Joa Hug (2016), &ldquo;Writing with practice: Body Weather performance training becomes a medium of artistic research&rdquo;, Theatre, Dance and Performance Training 7&nbsp;<span class=\"glossaryLink cmtt_hug\"  aria-describedby=\"tt\"  data-cmtooltip=\"&lt;div class=glossaryItemBody&gt; See Joa Hug (2016), &amp;quot;Writing with practice: Body Weather performance training becomes a medium of artistic research&rdquo;, Theatre, Dance and Performance Training 7 (2), 168&ndash;189 as well as Joa Hug (2016), &amp;quot;Modes of Knowing in Body Weather Performance Training&rdquo;. In: Enderlein, Undine (ed.), Zwischenleiblichkeit und bewegtes Verstehen: Intercorporeity, Movement and Tacit Knowledge (Bielefeld: Transcript), pp. 367&ndash;380. &lt;\/div&gt;\"  data-mobile-support=\"0\"  data-gt-translate-attributes='[{\"attribute\":\"data-cmtooltip\", \"format\":\"html\"}]' tabindex='0' role='link'>(2)<\/span>, 168&ndash;189 as well as Joa Hug (2016), &ldquo;Modes of Knowing in Body Weather Performance Training&rdquo;. In: Enderlein, Undine (ed.), Zwischenleiblichkeit und bewegtes Verstehen: Intercorporeity, Movement and Tacit Knowledge (Bielefeld: Transcript), pp. 367&ndash;380.<br>3) See Joa Hug (forthcoming), &ldquo;No solutions: The research score as a medium of artistic research&rdquo;. The present piece was created on the basis of a series of six research scores that were recorded, transcribed, edited, and (re-)composed into one single track.<\/p>\n\n\n\n<p>The pictures are courtesy of the author and Paula Kramer.<br>Video by Joa Hug.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\">Acknowledgments<\/h2>\n\n\n\n<p>I am grateful for the feedback I have received by my colleagues at AREAL Berlin and at the Performing Arts Research Centre (Uniarts Helsinki) in the course of creating this piece. Many thanks for contributing in various ways, and at different stages, go to Dagmar Frohning, Liisa Jaakonaho, Riikka T. Innanen, Tashi Iwaoka, Simo Kellokompu, Paula Kramer, Leena Rouhiainen, Vincent Roumagnac, Josh Rutter, and especially to Outi Condit who not only raised the initial question captured in the title, but also pursued its taking form through her constructive criticism and persistent dedication.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Diffracting the notion of \u2018writing\u2019 with the research score Diffraction troubles dichotomies, including some of [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-11","post","type-post","status-publish","format-standard","hentry","category-uncategorised"],"acf":[],"_links":{"self":[{"href":"https:\/\/nivel.teak.fi\/poetics-of-form\/wp-json\/wp\/v2\/posts\/11","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/nivel.teak.fi\/poetics-of-form\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/nivel.teak.fi\/poetics-of-form\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/nivel.teak.fi\/poetics-of-form\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/nivel.teak.fi\/poetics-of-form\/wp-json\/wp\/v2\/comments?post=11"}],"version-history":[{"count":38,"href":"https:\/\/nivel.teak.fi\/poetics-of-form\/wp-json\/wp\/v2\/posts\/11\/revisions"}],"predecessor-version":[{"id":647,"href":"https:\/\/nivel.teak.fi\/poetics-of-form\/wp-json\/wp\/v2\/posts\/11\/revisions\/647"}],"wp:attachment":[{"href":"https:\/\/nivel.teak.fi\/poetics-of-form\/wp-json\/wp\/v2\/media?parent=11"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/nivel.teak.fi\/poetics-of-form\/wp-json\/wp\/v2\/categories?post=11"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/nivel.teak.fi\/poetics-of-form\/wp-json\/wp\/v2\/tags?post=11"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}