Pub Date : 2022-02-13DOI: 10.1080/13569783.2022.2034496
M. Balfour, J. Cattoni, Persephone Sextou, A. Herbert, Lynne Seear, Guy Lobwein, M. Gibson, J. Penton
ABSTRACT Hospitalisation can be a challenging experience for young people, including higher levels of anxiety, social isolation, and depression. In this paper we identify the possibilities of an applied theatre pilot that aimed to combine co-designed virtual reality (VR) approaches with intermedial work with young people in hospital. Within the pilot study we worked with three participants in individualised bedside workshops over a four-week period. Analysis from the pilot demonstrated the significance of the co-design process leading to greater degrees of agency for young people, and opportunities for the participants to share experiences with medical staff, carers, and siblings.
{"title":"Future stories: co-designing virtual reality (VR) experiences with young people with a serious illness in hospital","authors":"M. Balfour, J. Cattoni, Persephone Sextou, A. Herbert, Lynne Seear, Guy Lobwein, M. Gibson, J. Penton","doi":"10.1080/13569783.2022.2034496","DOIUrl":"https://doi.org/10.1080/13569783.2022.2034496","url":null,"abstract":"ABSTRACT Hospitalisation can be a challenging experience for young people, including higher levels of anxiety, social isolation, and depression. In this paper we identify the possibilities of an applied theatre pilot that aimed to combine co-designed virtual reality (VR) approaches with intermedial work with young people in hospital. Within the pilot study we worked with three participants in individualised bedside workshops over a four-week period. Analysis from the pilot demonstrated the significance of the co-design process leading to greater degrees of agency for young people, and opportunities for the participants to share experiences with medical staff, carers, and siblings.","PeriodicalId":186209,"journal":{"name":"Research in Drama Education: The Journal of Applied Theatre and Performance","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126588121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-10DOI: 10.1080/13569783.2022.2036603
A. O’Grady
ABSTRACT The power of process drama as a dynamic tool for exploration and learning is well documented. Far less is known about its potency as a qualitative research methodology. This article aims to address that deficit, drawing on lessons learnt from a collaborative project investigating the causes of dental anxiety in children. It argues that process drama can serve as a democratic methodological tool that invites multiple ways of knowing. It reconsiders process drama as an art form that has hitherto been overlooked by researchers committed to pursuing participatory methodologies with children that encourage distributed power-sharing and co-produced knowledge.
{"title":"Legitimate ways of knowing: reconsidering process drama as an effective methodology for promoting children’s active participation in health research","authors":"A. O’Grady","doi":"10.1080/13569783.2022.2036603","DOIUrl":"https://doi.org/10.1080/13569783.2022.2036603","url":null,"abstract":"ABSTRACT The power of process drama as a dynamic tool for exploration and learning is well documented. Far less is known about its potency as a qualitative research methodology. This article aims to address that deficit, drawing on lessons learnt from a collaborative project investigating the causes of dental anxiety in children. It argues that process drama can serve as a democratic methodological tool that invites multiple ways of knowing. It reconsiders process drama as an art form that has hitherto been overlooked by researchers committed to pursuing participatory methodologies with children that encourage distributed power-sharing and co-produced knowledge.","PeriodicalId":186209,"journal":{"name":"Research in Drama Education: The Journal of Applied Theatre and Performance","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114426235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-06DOI: 10.1080/13569783.2022.2029388
C. Jones, K. Collins, Carla M. Rice
ABSTRACT On the premise that performances and writing can be staged, and that no staging is ever innocent, we tell two unresolved, wonder-oriented phenomenological stories of Relaxed Performances (RP) that reveal ‘affective trouble’: the delivery of a ‘cripped’ fashion show at a university and a church-based ‘relaxed’ choir performance. We compose these narratives from the perspectives of eight participants in collaboration across three universities in Ontario, Canada. These RP moments reveal insights into disability arts as an emotive challenge to so-called proper comportment and introduce new, politicised elements of wonder about what it means to strive for accessible performance.
{"title":"Staging accessibility: collective stories of Relaxed Performance","authors":"C. Jones, K. Collins, Carla M. Rice","doi":"10.1080/13569783.2022.2029388","DOIUrl":"https://doi.org/10.1080/13569783.2022.2029388","url":null,"abstract":"ABSTRACT On the premise that performances and writing can be staged, and that no staging is ever innocent, we tell two unresolved, wonder-oriented phenomenological stories of Relaxed Performances (RP) that reveal ‘affective trouble’: the delivery of a ‘cripped’ fashion show at a university and a church-based ‘relaxed’ choir performance. We compose these narratives from the perspectives of eight participants in collaboration across three universities in Ontario, Canada. These RP moments reveal insights into disability arts as an emotive challenge to so-called proper comportment and introduce new, politicised elements of wonder about what it means to strive for accessible performance.","PeriodicalId":186209,"journal":{"name":"Research in Drama Education: The Journal of Applied Theatre and Performance","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127508973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-25DOI: 10.1080/13569783.2021.2019578
Simona Floare Bora
ABSTRACT This paper investigates the pedagogical use of authentic plays for developing learners’ L2 oral skills, measured as global accuracy pronunciation accuracy, syntactic complexity and mean length of AS-units (MLAS). The study was conducted with final year high-school students (N = 10) in an Italian compulsory curriculum. A text-based approach (TBA) followed by a performance-based approach (PBA) were implemented. Quantitative data were collected by means of an oral pre-test, mid-test and a post-test. The results regarding accuracy and complexity along with the pedagogical implications will be discussed.
{"title":"Drama pedagogy in foreign language learning: investigating the impact of theatre texts and theatre performance on L2 speaking accuracy and complexity","authors":"Simona Floare Bora","doi":"10.1080/13569783.2021.2019578","DOIUrl":"https://doi.org/10.1080/13569783.2021.2019578","url":null,"abstract":"ABSTRACT This paper investigates the pedagogical use of authentic plays for developing learners’ L2 oral skills, measured as global accuracy pronunciation accuracy, syntactic complexity and mean length of AS-units (MLAS). The study was conducted with final year high-school students (N = 10) in an Italian compulsory curriculum. A text-based approach (TBA) followed by a performance-based approach (PBA) were implemented. Quantitative data were collected by means of an oral pre-test, mid-test and a post-test. The results regarding accuracy and complexity along with the pedagogical implications will be discussed.","PeriodicalId":186209,"journal":{"name":"Research in Drama Education: The Journal of Applied Theatre and Performance","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122202273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/13569783.2021.2020088
Tony Jackson, H. Bell
{"title":"Commemorating Stephen Joseph","authors":"Tony Jackson, H. Bell","doi":"10.1080/13569783.2021.2020088","DOIUrl":"https://doi.org/10.1080/13569783.2021.2020088","url":null,"abstract":"","PeriodicalId":186209,"journal":{"name":"Research in Drama Education: The Journal of Applied Theatre and Performance","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123906749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT In this article, we investigate how a process drama can be used in efforts against school bullying in a new digitalised society, specifically, what kinds of initiatives Norwegian adolescents make use of in process drama as anti-bullying prevention and what kinds of attitudes towards this kind of prevention work they emphasise. In the project Drama & Bullying (2017-2020),95 16- year-old 10th-graders participated in different roles, explored the drama conventions, and thus developed a deeper insight into bullying and its prevention. The participants adjusted the original story that was provided to fit their presentday challenges.
{"title":"Process drama in anti-bullying intervention: a study of adolescents’ attitudes and initiatives","authors":"Mette Bøe Lyngstad, Dziuginta Baraldsnes, Rikke Gürgens Gjærum","doi":"10.1080/13569783.2021.2011715","DOIUrl":"https://doi.org/10.1080/13569783.2021.2011715","url":null,"abstract":"ABSTRACT In this article, we investigate how a process drama can be used in efforts against school bullying in a new digitalised society, specifically, what kinds of initiatives Norwegian adolescents make use of in process drama as anti-bullying prevention and what kinds of attitudes towards this kind of prevention work they emphasise. In the project Drama & Bullying (2017-2020),95 16- year-old 10th-graders participated in different roles, explored the drama conventions, and thus developed a deeper insight into bullying and its prevention. The participants adjusted the original story that was provided to fit their presentday challenges.","PeriodicalId":186209,"journal":{"name":"Research in Drama Education: The Journal of Applied Theatre and Performance","volume":"149 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114295280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-07DOI: 10.1080/13569783.2021.2012445
Keneth Bamuturaki
ABSTRACT This article examines the complexity of embedding the element of sustainability to foster successful TfD practice. I recount my own experience as a TfD practitioner in western Uganda, where, in spite of my effort to execute a sustainable TfD project, I was let down by insufficiency of funds resulting from the high handedness of the funders of my project. I argue that in order to implement a successful TfD project, there should be shared action and understanding between the practitioner and the development funders on issues pertaining to the ethics of practice and the extent of the resources needed.
{"title":"Thinking about sustainability in Theatre for Development projects: my experience of how the politics of funding shapes TfD practice","authors":"Keneth Bamuturaki","doi":"10.1080/13569783.2021.2012445","DOIUrl":"https://doi.org/10.1080/13569783.2021.2012445","url":null,"abstract":"ABSTRACT This article examines the complexity of embedding the element of sustainability to foster successful TfD practice. I recount my own experience as a TfD practitioner in western Uganda, where, in spite of my effort to execute a sustainable TfD project, I was let down by insufficiency of funds resulting from the high handedness of the funders of my project. I argue that in order to implement a successful TfD project, there should be shared action and understanding between the practitioner and the development funders on issues pertaining to the ethics of practice and the extent of the resources needed.","PeriodicalId":186209,"journal":{"name":"Research in Drama Education: The Journal of Applied Theatre and Performance","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124952798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-16DOI: 10.1080/13569783.2021.2004110
C. Grile
{"title":"The Applied Theatre Artist: Responsivity and Expertise in Practice","authors":"C. Grile","doi":"10.1080/13569783.2021.2004110","DOIUrl":"https://doi.org/10.1080/13569783.2021.2004110","url":null,"abstract":"","PeriodicalId":186209,"journal":{"name":"Research in Drama Education: The Journal of Applied Theatre and Performance","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122503491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-02DOI: 10.1080/13569783.2021.1997581
M. Reason, Charli Ward
ABSTRACT In 2021, York St John University and Mind the Gap collaborated to validate a Certificate in Higher Education (Cert HE) in the Performing Arts for learning disabled and autistic adults. This article presents context surrounding inclusive education, identifying the histories of ableism within assessment processes. We then discuss how we worked in consultation with learning disabled students to develop assessment criteria and processes that used language from the students as core definitions. We argue that through establishing inclusive arts education, recognised at degree-level, we can begin the process of enabling greater representation of learning disabled practitioners in the arts.
2021年，约克圣约翰大学和Mind the Gap合作，为学习障碍和自闭症成人颁发表演艺术高等教育证书(Cert HE)。本文介绍了全纳教育的背景，在评估过程中识别残疾歧视的历史。然后，我们讨论了如何与学习障碍学生协商制定评估标准和流程，这些标准和流程使用学生的语言作为核心定义。我们认为，通过建立包容性的艺术教育，在学位水平上得到认可，我们可以开始使学习障碍从业者在艺术领域有更大的代表性。
{"title":"Improving, achieving, excelling: developing inclusive assessment processes for a degree-level learning disability arts programme","authors":"M. Reason, Charli Ward","doi":"10.1080/13569783.2021.1997581","DOIUrl":"https://doi.org/10.1080/13569783.2021.1997581","url":null,"abstract":"ABSTRACT In 2021, York St John University and Mind the Gap collaborated to validate a Certificate in Higher Education (Cert HE) in the Performing Arts for learning disabled and autistic adults. This article presents context surrounding inclusive education, identifying the histories of ableism within assessment processes. We then discuss how we worked in consultation with learning disabled students to develop assessment criteria and processes that used language from the students as core definitions. We argue that through establishing inclusive arts education, recognised at degree-level, we can begin the process of enabling greater representation of learning disabled practitioners in the arts.","PeriodicalId":186209,"journal":{"name":"Research in Drama Education: The Journal of Applied Theatre and Performance","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114864553","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1080/13569783.2021.1997582
Tekena Gasper Mark, Philip Smith
ABSTRACT Nigerian theatre directors have turned to social media to reach their audience in the Covid-19 era. This study examines the production of Corona Palava by Segun Adefila and adopts Hess-Lüttich's [Hess-Lüttich, E. W. B. 1999. “Kohtiholististentekstiennarratologiaa. Hypertekstintekstuaalinenteoria.” In Mediatieteenkysymyksiä 3. Kirjoituksiamediakulttuurista, edited by S. Inkinen, and M. Ylä-Kotola, 679–718. Rovaniemi: Lapin yliopisto] theory of ‘Intermediality’ as its theoretical framework. Facebook proved to be a more engaging site for the streaming of the production of Corona Palava than YouTube. This intermedial method allows theatre to fulfil its educational objectives and has the potential to reinvigorate Nigerian interest in theatre.
在Covid-19时代，尼日利亚戏剧导演转向社交媒体来吸引观众。本研究考察了Segun Adefila生产的Corona Palava，并采用hess - l ttich的[hess - l ttich, E. W. B. 1999]。“Kohtiholististentekstiennarratologiaa。Hypertekstintekstuaalinenteoria。”在Mediatieteenkysymyksiä 3。Kirjoituksiamediakulttuurista, S. Inkinen和M. Ylä-Kotola编辑，679-718。罗瓦涅米:“中间性”理论作为其理论框架。事实证明，Facebook比YouTube更适合播放《Corona Palava》的制作过程。这种中间方法使戏剧能够实现其教育目标，并有可能重新激发尼日利亚人对戏剧的兴趣。
{"title":"Theatre on social media in post covid-19 Nigeria: Segun Adefila’s Corona Palava as a virtual performance","authors":"Tekena Gasper Mark, Philip Smith","doi":"10.1080/13569783.2021.1997582","DOIUrl":"https://doi.org/10.1080/13569783.2021.1997582","url":null,"abstract":"ABSTRACT Nigerian theatre directors have turned to social media to reach their audience in the Covid-19 era. This study examines the production of Corona Palava by Segun Adefila and adopts Hess-Lüttich's [Hess-Lüttich, E. W. B. 1999. “Kohtiholististentekstiennarratologiaa. Hypertekstintekstuaalinenteoria.” In Mediatieteenkysymyksiä 3. Kirjoituksiamediakulttuurista, edited by S. Inkinen, and M. Ylä-Kotola, 679–718. Rovaniemi: Lapin yliopisto] theory of ‘Intermediality’ as its theoretical framework. Facebook proved to be a more engaging site for the streaming of the production of Corona Palava than YouTube. This intermedial method allows theatre to fulfil its educational objectives and has the potential to reinvigorate Nigerian interest in theatre.","PeriodicalId":186209,"journal":{"name":"Research in Drama Education: The Journal of Applied Theatre and Performance","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131479731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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