The Acting Department at Arkin University of Creative Arts and Design hosted a webinar titled “Dystopian Utopia” on Thursday, April 2, 2026. Theatre actor and performance artist Onur Hamilton Karaoğlu joined as the speaker, and the session was moderated by Sen. Ins. Şafak Ersözlü. The webinar explored how performing arts engage with questions of reality, perception, and future imaginaries.
The session examined dystopian and utopian concepts, emphasizing that performance extends beyond staged narratives and functions as a space for critical thinking and meaning-making. Drawing from his artistic practice, Karaoğlu discussed the role of performance in constructing meaning, engaging audiences, and offering alternative perspectives on society.
Moving beyond a purely theoretical framework, the webinar evolved into an interactive session shaped by student participation. Students shared their own creative ideas and engaged in discussions on developing concepts, structuring narratives, and building a strong “backbone” for performance work.
The discussion also highlighted how interdisciplinary approaches—bringing together elements such as sport, movement, and theatre—can open new possibilities in performance-making. Topics such as structuring emotions, creating dramatic flow, and translating personal experiences into performance were explored through student-led ideas and examples.
This interactive session, shaped by Karaoğlu’s experience and methodology, provided ARUCAD students with both conceptual and practical insights into performance-making, fostering a space that encouraged experimentation, critical thinking, and creative development.
The session examined dystopian and utopian concepts, emphasizing that performance extends beyond staged narratives and functions as a space for critical thinking and meaning-making. Drawing from his artistic practice, Karaoğlu discussed the role of performance in constructing meaning, engaging audiences, and offering alternative perspectives on society.
Moving beyond a purely theoretical framework, the webinar evolved into an interactive session shaped by student participation. Students shared their own creative ideas and engaged in discussions on developing concepts, structuring narratives, and building a strong “backbone” for performance work.
The discussion also highlighted how interdisciplinary approaches—bringing together elements such as sport, movement, and theatre—can open new possibilities in performance-making. Topics such as structuring emotions, creating dramatic flow, and translating personal experiences into performance were explored through student-led ideas and examples.
This interactive session, shaped by Karaoğlu’s experience and methodology, provided ARUCAD students with both conceptual and practical insights into performance-making, fostering a space that encouraged experimentation, critical thinking, and creative development.