The School of the End of Time
2017 – ongoing

Founded by: Ambra Pittoni, Paul-Flavien Enriquez-Sarano and Lucrezia Calabrò Visconti

Contributors: Esther Elisha, Stefanie Knobel, Lou Masduraud and Anotine Bellini, Teresa Noronha Feio, Robert Stejn, Oxana Timofeeva, Inger Wold Lund.

The School of the End of Time is a quasi-educational and performative platform that aims at exploring collectively new ways of inhabiting knowledge through a non-hierarchical approach between theoretical learning and artistic research. The School of the End of Time is conceived as a long-term project, a living organism, a nomadic institution composed of an ever-changing community of researchers and practitioners. The activities of The School of the End of Time employ formats, tools and roles developed by dramaturgy and theatre to situate knowledge in a specific, exuberant act. 

- Introduction
- Silent Masters: The Sets of The School of Time
- Scholé: The Activities of The School of Time


 
Audience waiting for The School of the End of Time: The Somatic Chapter. Educational programmme of <em>Abracadabra,</em> the 6th Moscow International Biennale for Young Art, Moscow.
Audience waiting for The School of the End of Time: The Somatic Chapter. Educational programmme of Abracadabra, the 6th Moscow International Biennale for Young Art, Moscow.

The School of the End of Time

The School of the End of Time is a quasi-educational and performative platform founded in 2017 by Lucrezia Calabrò Visconti, Ambra Pittoni and Paul-Flavien Enriquez-Sarano, that aims at exploring collectively new ways of inhabiting knowledge through a non-hierarchical approach between theoretical learning and artistic research. The School of the End of Time is conceived as a long-term project, a living organism, a nomadic institution composed of an ever-changing community of researchers and practitioners. 

The School of the End of Time aims at building the stage and circumstances within which the event of knowledge can take place and be embodied. It does so through the programming of collective activities and experiences devoted to disable the notion of time as productive, and focusing on the nourishment and activation of a specific form of attention and posture. The programme borrows approaches and techniques from somatic practices, fringe sciences, minor literature, automatic writing and forgotten practices and knowledge. The activities of The School of the End of Time tend to be formatted in a performative framework, through which the formats, tools and roles developed by dramaturgy and theatre can situate knowledge in a specific, exuberant act.

The School of the End of Time develops experimental devices, sets and displays through which theoretical production and performative practices can be staged and performed. Conceived as the silent masters of the school, these sets host and structure the activities offered by the contributors to the project, accompanying actively each chapter of the school. Silent masters can materialize as props, environments or tools, aimed at creating a specific condition in which to experience art and the knowledge produced within it. Amongst the sets experiented by the school until now: The Dancefloor; The Postural Landscape; The Bar. Amongst the performative tools developed, the school has recently been focused on the experimentation of the format of the symposium through the production of The Saintly Hypochondriac Symposium

The first chapter of The School of the End of Time was titled The Somatic Chapter and was dedicated to the concept of “learning-through”. It took the shape of a preliminary meeting in Torino at the non-profit space CLOG, that unfolded in a closed rehearsal amongst the participants to the school, a programme open to a wider audience and a number of collective visits to relevant projects and venues in the city (amongst which Casa Mollino and the Leumann Village). A few months later it developed in a more ambitious three-day programme of performances, lectures, workshops and hybrid formats in Moscow, as the Educational Programme of the 6th Moscow International Biennale for Young Art curated by Lucrezia Calabrò Visconti. 

 
The School of the End of Time – The Somatic Chapter (Moscow): Esther Elisha, the narrator of The School of the End of Time, reading the poetic manifesto by Ambra Pittoni and Pau-Flavien Enriquez-Sarano.<i><br /><br /><br /></i>
The School of the End of Time – The Somatic Chapter (Moscow): Esther Elisha, the narrator of The School of the End of Time, reading the poetic manifesto by Ambra Pittoni and Pau-Flavien Enriquez-Sarano.


The School of the End of Time – The Somatic Chapter (Torino): Closed reharsal at CLOG, Torino: Inger Wold Lund,<i> <i>The easiest way to enter the body is through its mouth, the easiest way to exit a body is through sweat,</i> </i>performance.<br /><i><br /><br /></i>
The School of the End of Time – The Somatic Chapter (Torino): Closed reharsal at CLOG, Torino: Inger Wold Lund, The easiest way to enter the body is through its mouth, the easiest way to exit a body is through sweat, performance.


Silent Masters: The Sets of The School of the End of Time

I. The Dancefloor

The Dancefloor is one of the three sets of the School of the End of Time. Triggered by the idea that art produces knowledge and that this knowledge might be experienced in other ways than the sole intellectual faculty, we can think of the dancefloor as a classroom, a format, an event, the production of a new body. The dancefloor is about producing a collective body, shaping a different experience of time, embodying ideas, dreams, fantasies, visions. The dancefloor is also about intensity and wastefulness, as Diedrich Diederichsen points out, and very soon it turned into a model of productivity of late capitalism, or into a model of social and political control as shown by the peculiar history of the Soviet discotheques. But unlike the opposition between intensity and attention, the Dancefloor of the End of Time would like to betray and overcome these dichotomies thinking of it as a place for an affective and magical way to learn. Here, the complexity of human performativity unfolds, articulating new games for the social body. A dancefloor of sleepwalkers, broken hearts, cosmonauts, animals, robots and all sort of lives, on the dancefloor we become clouds and vampires and viruses.

Jump to: Activities on the dancefloor

 
 






























  • The School of the End of Time – The Somatic Chapter (Moscow)











































  • Adrian Piper, Funk Lessons, 1983.











































  • Open air Soviet discoteque in the 80s.














II. The Postural Landscape

The Postural Landscape features a series of postural and performative devices that composes the "silent faculty" of The School of the End of Time. These objects are teachers of the school just like any other teacher. Each master has a specific form and is conceived as a silent and welcoming tutor. They are designed to invite to take a specific posture that implies a generous attention toward the physical relation between one's body and the master itself. The silent masters are not to be intended in the gymnastic or rehabilitative sense, in order to achieve a neutrality of the spine, but rather as points of listening for the information that some bodily tissues, such as the fascial one, as well as the complex articulation of the vertebral column, can bring us. The masters were designed according to methodologies developed by physiotherapy and somatic disciplines, while postures and shapes were inspired by an inconographic and literary research within reminiscences belonging to the collective unconscious of terrestrial people (human and not). Every single master opens the way to subtle lessons nourishing the invisible sphere of the existence in which what is produced is emotional, erotic, sensible, melancholic and psychic in the widest sense.

Jump to: Activities in the Postural Landscape

 


















  •  Postural Landscape performed by Ambra Pittoni (coreographer) and Teresa Noronha Feio (performer).































  • Position of Melancholia. Detail from Nicholas Hilliard, Portrait of Henry Percy, ninth Earl of Northumberland,1590.































  •  Postural Landscape performed by Ambra Pittoni (coreographer) and Teresa Noronha Feio (performer).































  • Gian Lorenzo Bernini, Estasi di beata Ludovica Albertoni, 1674.












































  • André Masson, Acéphale1936.































  •  Postural Landscape performed incorrectly by David Bernstein <3

III. The Active Substances Bar

The Active Substances Bar is an installation thought as a collective space, blurring the boundaries between the exhibition space, the living space and social places. Active Substances Bar is a counter around which people gather to listen to a talk, look at performances or to talk to each other, sharing social moments. But what seems at first glance to be an ordinary counter, turns out to be a critical scenographic setting, raising questions about our contemporary lifestyles, our collective habits, our beliefs. Active Substance Bar delivers only few natural substances with specific effects on human physiology; St. John's wart – a natural anti-depressant, ginseng extracts – an energizing roots, glasses of red wine – popular disinhibitor. All substances help one's body to respond the demands of capitalism (efficiency, rapidity, sociability). Active Substances Bar provides substances to temporary transform one's physiology, and experience how economy affects our bodies. 
There is something in the air. 
We all breathe it without care
The Active Substances Bar is a project by Lou Masduraud and Antoine Bellini

Jump to: Activities in the Active Substances Bar

 

Scholé: The Activities of The School of the End of Time

The word school, as familiar as it sounds, has turned out to be greatly misinterpreted and paradoxical. It derives from the greek term scholé, which means leisure, rest, a time which is free from duties and tasks, a time of suspension from labor, the scholaic time, as opposed to the ascholaic time. The term conveys the idea of a time of slowdown, a time of humanness and human sovereignty, as opposed to a time motivated by the necessity of survival. The irony of History is that, nowadays, school, meaning the institutional apparatus that goes under this name, solely exists to introduce – and later completely leave room to – the ascholaic time of labour: we are no more going to school to contribute a verse to Walt Whitman's "powerful play", but rather to become an efficient and dedicated labourer.

What the Greeks considered of little value, a necessary toil towards the time of leisure and life, became the supreme value, while everything that ontologically opposed or contrasted it, and life itself, has been absorbed or diverted. This shift in values could explain the traumatic passage from studies to labour, from the exaltation of the blessed frivolity of youth as opposed to the perpetual struggling of adultness (that finds its sole reward in the satisfaction of laying the groundwork for the perpetuation of a system by one's own progeny). In a certain way, we are perpetually thrown out of School, as humanity is eternally thrown out of Eden. Or, maybe, we were never kicked out, but school, and paradise as well, have been turned into something else: the universal factory.

 

This process reflects the shift that occurred in the relationship between two categories that the Greeks used to define human activity: poiesis (from Poiein) and praxis (from Prattein). If the first means to produce, in the sense of bringing something from non-being into being, or in the sense of bringing something from darkness to light, the second one indicates the will that directly translates into a concrete action that will culminate in an immediate effect. Throughout History, as the Italian philosopher Giorgio Agamben remarked, these two categories have merged. The consequences of this coalescence is the elevation of praxis (what we can define as labour) to the rank of the highest human activity, and the relegation of poiesis (creating something that was not existing before and that does not serve any human biological necessity) to a purely intellectual and abstract contemplation.

According to this scenario, the whole range of human endeavours is destined to become laborious: every action, from cutting down a tree to making love or a piece of art, is urged to produce an immediate, quantifiable, result.

This is here. On the verge of an indiscernible end. This is eventually where Art becomes a territory to reclaim, a territory infused with poiesis, a place where a faith persists in the way things and ideas manifest themselves through the uncanny, the unquantifiable, devoid of the necessity of efficiency. The time of Art is secret, sacrificed, would say Georges Bataille, as this time and these energies are constantly stolen from labour.

 

I. On the Dancefloor

 

Oxana Timofeeva, The Time of Catastrophy / Lecture

The lecture suggests to discuss the structure of time that is different from the one that moves from the past to the future, from the beginning to the end. One may call this time the time of the end, or the time of apocalypse, but also the time of desire, or dialectical time. It runs counterclockwise. Its main characteristics are retroaction and repetition that, like in the theatre, precedes a première.

Oxana Timofeeva's lecture is an evolution and expansion on the research expressed in The End of the World: From Apocalypse to the End of History and Backoriginally published on e-flux #56, June 2014. 


Robert Steijn, Asses Wide Open / Workshop

A workshop to collectively experience another way of thinking, breaking patriarchal ways of controlling the image of ourselves and our environment. It is a celebration of the sensual and sensorial body by reconnecting the awareness with the reptile brain, by shapeshifting into the energy of the snake. this workshop is part of the school of tender thinking. 

SCHOOL OF TENDER THINKING # 1: Imagine a snake of white light floating above your head. Invite this snake to enter your body. So your skin becomes the skin of the snake. Outside you still have the shape of a human being, eyebrows, fingers, knees, inside you feel as a snake, perceive the world as a snake, think as a snake. Welcome to the school of tender thinking.

SCHOOL OF TENDER THINKING # 2: Project onto an item of clothing a behaviour pattern you want to get rid of, or a way of thinking that wears you out. Then get rid of this item of clothing by dancing, rubbing up against a wall, or just by taking it off. And know with losing this piece of cloth, you shed your old skin. A new skin appears, a new way of behaving, a new way of thinking. You can do this exercise several times till you are bare naked. P. S. Do you want to wear these old pieces of cloth again. Shake them out fiercely before you put them on again.

SCHOOL OF TENDER THINKING # 3: Go to the ears of a minority or to the ears of people who are treated as a minority. Whisper in their ears that they must no longer adapt themselves to the rules of the so called majority. Seduce them with your snake tongue. Say: “Be no longer a mistake in the eyes of others, become a mystic”.


Paul-Flavien Enriquez-Sarano, The Automatic Secretary / Workshop-performance

"Let possess and be possessed!", says the hedonistic spirit to the crowd of the living. Why not abandon ourselves to the ludicrous luxury of not being in the driver's seat of the thinking, of the creation, by sharing the subjectivity with another "other"? Why not become the other in turn? What a relief! And what a tool, a perspective, a practice for both art research and creation… to be unintentionally intentioned. 

If automatism is well known from the experiments of the 18th and early 19th centuries, the dimension of the automatic creation goes far beyond the sole spiritualist entertainment. It talks about grace, furor, animality, the ontological exuberance of the creator, about language and, surely, about dance.


Stefanie Koebel, Weaving bodies - a breathing technology fiction / Workshop

The workshop connects discursive inputs of Stefanie Knobel's recent research on cotton to a deeply physical breathing practice. Weaving, breathing and cotton find a common ground in the coal-fueled Industrial Revolution. The workshop takes up the myth of the loom in the body and translates it into a choreography of five breathing techniques: As in the 19th century, Ada Lovelace invented the computing technique and set the basics for the contemporary cyberspace – and thus for a technology that subsequently became widely militarized, Ada took the abstract work of the loom as orientation. At the same time, weavers protested against the mechanization of weaving and set newly built factories on fire. Alongside selected historical incidences of weaver protests all over the world, the workshop examines the virtual potential of breathing. 


II. In the Postural Landscape

 

Alice Chauchat, Togethering, a group solo / Performance

Togethering, a group solo embraces dance as an expression, a social activity and a collective process. Presenting us with a series of proposals in which dance is both a means and an end to togetherness, it includes a lecture on speech and agreement within groups, a telepathic dance and a poetry reading. Alice Chauchat shares some aspects of the collective imagination she practiced over the past 15 years in the field of dance and choreography. These are stories about co-existing and about sharing. While remaining in their formal territories (spectators watching, dancer dancing), performer and audience share roles: assistant, companion, collaborator or host, as protagonists of the theatrical event. Considering our shared time/space both as a reality and as a projection space for other occasions of coming-together, it is an invitation to address those occasions as experiments that are each time re-formulated and that we invent together.


 

Robert Stejin, Shedding skins: a small solo as a physical prayer / Performance

A physical prayer to break patriarchal thinking, using the healing quality of the snake energy.


II. In the Active Substances Bar

 

Inger Wold Lund, The easiest way to exit a body is through sweat / Cocktail-Performance

Inger Wold Lund will serve the classic drink «Pink Lady» while whispering secrets in the ear of the person ordering the drink through the voices of Teresa Noronha Feio, Ambra Pittoni, Paul-Flavien Enriquez-Sarano, Amos Cappuccio. 

The Saintly Hypochondriac Symposium

Deleuze once announced that he wanted to give a whole lecture course on hypochondria, joking that it should be reserved for non hypochondriacs, to prevent the lecture hall from being overcrowded. What might this missing seminar have looked like?

The Saintly Hypochondriac Symposium is a dramaturgy composed of the voices of nine characters, amongst which philosophers and writers as well as cinematic scores merges theoretical and narrative registers to create a fiction of knowledge. Thanks to an exercise of collective reading, knowledge is not delivered but rather embodied and performed. Through embodiment the participants become a medium and are enabled to experience knowledge from another perspective, that of an aesthetic event rather than a strictly speculative one. 









      
The Saintly Hypochondriac Symposium (click to download full script)
The Saintly Hypochondriac Symposium (click to download full script)
The team of The School of the End of Time in Moscow photographed for Vogue Russia.
The team of The School of the End of Time in Moscow photographed for Vogue Russia.





























The founders of The School of the End of Time Lucrezia Calabrò Visconti, Paul-Flavien Enriquez-Sarano and Ambra Pittoni.
The founders of The School of the End of Time Lucrezia Calabrò Visconti, Paul-Flavien Enriquez-Sarano and Ambra Pittoni.
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