Abstract

This creative nonfiction dramatic scene is set at an academic conference after a formal peer response to Memories that Matter: Elders’ Narratives of Love and Loss, the morning before its official screening at a national academic film festival. The film, derived from the verbatim excerpts of open-ended narratives with elders experiencing memory loss, was created through an upper-level applied-learning course as part of the professor’s research and teaching agendas. The dialogue between the professor/director and student performer illuminates the ongoing tensions between acting vs. performing; film vs. live productions; performance ethnography vs. narrative cinema; academic versus community audiences; and appliedlearning pedagogy versus artistic research methodology.