ABSTRACT

This essay queers the concept of generativity through the multimedia staging of the performance Fred Astaire’s Dancing Lessons. The analysis enlists Pryor’s framework of time slips to examine specific moments and choices in the performance that disrupt normative temporality, interrogate the durability of youthism in queer cultural discourse, and gesture to alternative potentials for intergenerational relations. The essay demonstrates how performative methods offer unique strategies to unearth audience commitments and entrenched cultural patterns that discipline and foreclose queer aging and cross-generational community.

中文翻译：

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酷儿生成：弗雷德·阿斯泰尔舞蹈课的时间碰撞

摘要

本文通过Fred Astaire's Dancing Lessons表演的多媒体舞台，对生成性的概念提出了质疑。该分析利用普赖尔的时间流逝框架来检查表演中破坏规范时间性的特定时刻和选择，质疑青年主义在酷儿文化话语中的持久性，以及对代际关系的替代潜力的姿态。这篇文章展示了表演方法如何提供独特的策略来挖掘观众的承诺和根深蒂固的文化模式，这些模式约束和排除酷儿老龄化和跨代社区。