New Perspectives in Science Education

This paper aims to understand and reflect on the role of the performativity of memory and storytelling in audiovisual performances, expanded through fragmented sound and visual narratives. In this sense, we develop the notion of performativity, a porous notion where its porosity is in its capacity to be contaminated by various disciplines, by different means, and by agglomerating different concepts and ways of making art and developing new educational strategies using art. Performativity acts through sounds and images, through plasticity, in the materiality of the interactions between memory and place, and innovative approaches to arts education. We also assume the question of memory and the tendency to expand its reach, making it possible to have a diversity of approaches and allowing memory to be observed from different areas, where all the work of memory seems to imply a work of representation. A work of representation that is also inherent in a process of remembrance, which precedes a process of construction of sounds and images. Finally, we argue that the performativity of memory and storytelling involves a contingency in the relationship between sound and image, enhancing student engagement.