Building on the previous research Behind the Curtains of Animation (2022–2024), this study examines the performative and embodied dimensions of animation within Iranian art forms, particularly Pardeh Khani (dramatic storytelling) and Zurkhaneh (traditional gymnasium). These traditions function as living epistemologies — systems where knowledge is not just spoken or written but embodied, performed and realized through sensory, kinetic, and collective practices. Their significance transcends historical or aesthetic value; they challenge the dominant Western paradigm by asserting that knowledge is not merely acquired but experienced — an intricate interplay between body, environment, and community.

Adopting a transdisciplinary framework, this study explores these central questions: to what extent do traditional Iranian arts contribute to a more inclusive understanding of animation, and how can animation serve as a performative pedagogical tool fostering embodied learning? By integrating animation studies with performance theory and Iranian cultural practices, the research positions the body as a vital medium for knowledge transmission, bridging individual and collective epistemologies. It further examines how tactile, sensory, and embodied practices activate ancestral knowledge, cultural memory, and community learning, particularly within non-Western contexts.

This study employs methodologies such as autoethnography, critical observation, participatory workshops, and artistic creation to reframe animation as both an epistemic and embodied process. It offers innovative educational models that address global cultural challenges such as preservation, equity, and inclusion while advocating for enhanced scholarly engagement with non-Western artistic traditions in animation, performance, and pedagogy.