Pub Date : 2023-09-25DOI: 10.1080/08929092.2023.2235354
Tabitha Harriet Deh
ABSTRACTThis proposal reveals the significance of Applied Theatre in Ghana, with special interest in Drama in Education (DIE) as a teaching tool for teachers and learners. As a teaching tool, Drama in Education places tremendous emphasis on Process, Performance and Skill oriented activities to achieve its teaching and learning goals. The dramatic experiences derived from the improvisations; creative dramatics, mime, role-play and other Ghanaian indigenous art forms such as games, symbols, proverbs, storytelling, etc. in the learning explorations expedite transformation in learners. In these dramatic developments, creativity helps to improve not only learners but society as a whole. This paper aims at exhibiting some of the games employed in various sessions with students in the University of Ghana. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Teaching Drama in Education in the University of Ghana: My perspectives about Ghanaian indigenous games","authors":"Tabitha Harriet Deh","doi":"10.1080/08929092.2023.2235354","DOIUrl":"https://doi.org/10.1080/08929092.2023.2235354","url":null,"abstract":"ABSTRACTThis proposal reveals the significance of Applied Theatre in Ghana, with special interest in Drama in Education (DIE) as a teaching tool for teachers and learners. As a teaching tool, Drama in Education places tremendous emphasis on Process, Performance and Skill oriented activities to achieve its teaching and learning goals. The dramatic experiences derived from the improvisations; creative dramatics, mime, role-play and other Ghanaian indigenous art forms such as games, symbols, proverbs, storytelling, etc. in the learning explorations expedite transformation in learners. In these dramatic developments, creativity helps to improve not only learners but society as a whole. This paper aims at exhibiting some of the games employed in various sessions with students in the University of Ghana. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815286","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 : 2023-07-07DOI: 10.1080/08929092.2023.2216195
Sindy Isabel Castro
{"title":"¡BE PREBEARED! TEATRO EN EDUCACIÓN - THEATRE IN EDUCATION: A multilingual project for early learners","authors":"Sindy Isabel Castro","doi":"10.1080/08929092.2023.2216195","DOIUrl":"https://doi.org/10.1080/08929092.2023.2216195","url":null,"abstract":"","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49595404","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 : 2023-06-30DOI: 10.1080/08929092.2023.2218163
Andrew Waldron, M. Cooper, Felix Goetschius-Adams, G. Guthrie, Mason Sharon
{"title":"Uncovering LGBTQ+ theatre for youth: A survey of published plays","authors":"Andrew Waldron, M. Cooper, Felix Goetschius-Adams, G. Guthrie, Mason Sharon","doi":"10.1080/08929092.2023.2218163","DOIUrl":"https://doi.org/10.1080/08929092.2023.2218163","url":null,"abstract":"","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41851534","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 : 2023-06-30DOI: 10.1080/08929092.2023.2217082
Derek R. Herman
{"title":"Navigating the college theatre audition process as a non-binary performer: An interview between “Gray” and Derek Herman","authors":"Derek R. Herman","doi":"10.1080/08929092.2023.2217082","DOIUrl":"https://doi.org/10.1080/08929092.2023.2217082","url":null,"abstract":"","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46710228","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 : 2023-06-28DOI: 10.1080/08929092.2023.2218719
James D. Chrismon, Adam W. Carter
{"title":"The absence of trauma-informed practices in the high school production process: A qualitative study","authors":"James D. Chrismon, Adam W. Carter","doi":"10.1080/08929092.2023.2218719","DOIUrl":"https://doi.org/10.1080/08929092.2023.2218719","url":null,"abstract":"","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45315198","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 : 2022-07-03DOI: 10.1080/08929092.2022.2145824
Dana Edell, Elena Stephenson, A. Valentine
{"title":"Introduction from the new co-editorial team","authors":"Dana Edell, Elena Stephenson, A. Valentine","doi":"10.1080/08929092.2022.2145824","DOIUrl":"https://doi.org/10.1080/08929092.2022.2145824","url":null,"abstract":"","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"36 1","pages":"1 - 3"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49139574","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 : 2022-07-03DOI: 10.1080/08929092.2022.2147620
A. Wager, Davina Boone
Responding to cultural discourses and actions of oppression, members of the Vancouver Youth Vision Coalition (VYVC) used theatre-making and performance to build self-advocacy skills and their social activism through sharing their stories of being unhoused in the production of Surviving the Cracks, a youth-led, participatory theatrical production. VYVC is a youth-driven coalition that acts as an advocacy group and peer-to-peer support for youth who work on community projects and have precarious housing. Through a partnership with the University of British Columbia, the three VYVC youth-leaders – Davina, Fraggle, and Trevor – invited me to facilitate the creation of, direct, and research their theatrical production as a response to the government closures of the three underage safehouses in Vancouver, Canada (Wager 2014; Wager and Ansloos 2021; Wager et al. 2009). Eight youth, between the ages of 16 to 25 who had experience being unhoused, participated in the year-long project by doing character-building activities, journaling stories, improvising scenes, co-writing the script, interviewing safe house staff, visiting old safe house sites, and performing a play based on their lived experience. These informal learning practices at non-academic sites created engaging alternative learning spaces for these youth, most of whom had left formal schooling before or during high school (Wagner, Ansloos, and Thorburn, 2022). About a year after the performances of Surviving of the Cracks, Davina, a brilliant VYVC youth-leader, and I spent an afternoon reading and analyzing the script, noting historical events and spatial elements to further tell the story. The following collaborative script-analysis unpacks how the script was collectively created through a telling of the creation story and through a contextualizing youth/researcher analysis. My hope as a theatre-driven youth participatory action researcher, is that by reading the script and specifically the youth/researcher analysis, that we may not only further youth advocacy and activism within theatre education and applied theatre, but also think about crucial ways to co-analyze and explain our processes through collaborative methods of analysis, such as this one.
为了回应文化话语和压迫行为，温哥华青年愿景联盟(VYVC)的成员利用戏剧制作和表演来建立自我宣传技能和社会行动主义，通过分享他们在制作《幸存的裂缝》(一个由青年领导的参与性戏剧作品)中无家可归的故事。VYVC是一个由青年驱动的联盟，作为一个倡导团体，为从事社区项目和住房不稳定的青年提供点对点支持。通过与不列颠哥伦比亚大学的合作，VYVC的三位青年领袖——达维娜、弗格尔和特雷弗——邀请我协助创作、指导和研究他们的戏剧作品，作为对加拿大温哥华政府关闭三所未成年人庇护所的回应(韦格，2014;Wager and Ansloos 2021;Wager et al. 2009)。8名年龄在16岁到25岁之间，有过无家可归经历的年轻人参加了这个为期一年的项目，他们进行了性格塑造活动、记录故事、即兴创作场景、共同编写剧本、采访安全屋工作人员、参观旧安全屋地点，并根据他们的生活经历表演了一出戏。这些在非学术场所的非正式学习实践为这些年轻人创造了有吸引力的替代学习空间，他们中的大多数人在高中之前或高中期间就离开了正规学校(Wagner, Ansloos, and Thorburn, 2022)。《在裂缝中生存》演出大约一年后，我和VYVC杰出的青年领袖达维娜(Davina)花了一个下午的时间阅读和分析剧本，注意历史事件和空间元素，以进一步讲述故事。下面的协作脚本分析通过对创作故事的讲述和对青年/研究人员的背景分析，揭示了脚本是如何集体创作的。作为一名戏剧驱动的青年参与行动研究者，我希望通过阅读剧本，特别是青年/研究者的分析，我们不仅可以在戏剧教育和应用戏剧中进一步推动青年倡导和行动主义，而且还可以思考通过合作分析方法共同分析和解释我们的过程的关键方法，比如这个。
{"title":"Surviving in the Cracks: A community-engaged methodology with an applied theatre collaborative script-analysis","authors":"A. Wager, Davina Boone","doi":"10.1080/08929092.2022.2147620","DOIUrl":"https://doi.org/10.1080/08929092.2022.2147620","url":null,"abstract":"Responding to cultural discourses and actions of oppression, members of the Vancouver Youth Vision Coalition (VYVC) used theatre-making and performance to build self-advocacy skills and their social activism through sharing their stories of being unhoused in the production of Surviving the Cracks, a youth-led, participatory theatrical production. VYVC is a youth-driven coalition that acts as an advocacy group and peer-to-peer support for youth who work on community projects and have precarious housing. Through a partnership with the University of British Columbia, the three VYVC youth-leaders – Davina, Fraggle, and Trevor – invited me to facilitate the creation of, direct, and research their theatrical production as a response to the government closures of the three underage safehouses in Vancouver, Canada (Wager 2014; Wager and Ansloos 2021; Wager et al. 2009). Eight youth, between the ages of 16 to 25 who had experience being unhoused, participated in the year-long project by doing character-building activities, journaling stories, improvising scenes, co-writing the script, interviewing safe house staff, visiting old safe house sites, and performing a play based on their lived experience. These informal learning practices at non-academic sites created engaging alternative learning spaces for these youth, most of whom had left formal schooling before or during high school (Wagner, Ansloos, and Thorburn, 2022). About a year after the performances of Surviving of the Cracks, Davina, a brilliant VYVC youth-leader, and I spent an afternoon reading and analyzing the script, noting historical events and spatial elements to further tell the story. The following collaborative script-analysis unpacks how the script was collectively created through a telling of the creation story and through a contextualizing youth/researcher analysis. My hope as a theatre-driven youth participatory action researcher, is that by reading the script and specifically the youth/researcher analysis, that we may not only further youth advocacy and activism within theatre education and applied theatre, but also think about crucial ways to co-analyze and explain our processes through collaborative methods of analysis, such as this one.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"36 1","pages":"68 - 118"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44779890","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 : 2022-07-03DOI: 10.1080/08929092.2022.2147619
Caroline Umeda, Lucy Chen, B. Prusa, Carleigh Robinson, Molly Vilaithong, Andrea Wurster
ABSTRACT Sensory friendly theatre programs aim to increase theatregoing access for the disability community by dismantling barriers in the social and sensory environments to create more inclusive theatre spaces. This qualitative study targeting youth performers’ experiences in sensory friendly theatre revealed four themes: enjoyable performer experiences, “sensory friendly” as a novel concept, sensory friendly performance as different but not lesser, and desire for expanded sensory friendly opportunities. Youth performers’ positive participation experiences align with those of parent and organizational stakeholders in existing literature. Findings support sensory friendly theatre’s value and inform future efforts to increase youth preparation for sensory friendly shows.
{"title":"Youth performers’ participation experiences in a sensory friendly theatre program","authors":"Caroline Umeda, Lucy Chen, B. Prusa, Carleigh Robinson, Molly Vilaithong, Andrea Wurster","doi":"10.1080/08929092.2022.2147619","DOIUrl":"https://doi.org/10.1080/08929092.2022.2147619","url":null,"abstract":"ABSTRACT Sensory friendly theatre programs aim to increase theatregoing access for the disability community by dismantling barriers in the social and sensory environments to create more inclusive theatre spaces. This qualitative study targeting youth performers’ experiences in sensory friendly theatre revealed four themes: enjoyable performer experiences, “sensory friendly” as a novel concept, sensory friendly performance as different but not lesser, and desire for expanded sensory friendly opportunities. Youth performers’ positive participation experiences align with those of parent and organizational stakeholders in existing literature. Findings support sensory friendly theatre’s value and inform future efforts to increase youth preparation for sensory friendly shows.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"36 1","pages":"119 - 131"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46642916","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 : 2022-07-03DOI: 10.1080/08929092.2022.2147618
Clara Kundin
ABSTRACT This article documents techniques, strategies, accommodations, and modifications directors and arts educators have historically used and are currently using when directing actors of all ages with learning disabilities. The goal of this research is to develop a contextual base of existing knowledge and practices. The author pulls from published literature, a survey of the field, interviews, and personal experience to create this documentation. Most commonly, directors have been and are using devising, extended rehearsal time, and adaptive strategies with text to support their learning disabled actors.
{"title":"Directing actors with learning disabilities: A meta-analysis of past and current practices","authors":"Clara Kundin","doi":"10.1080/08929092.2022.2147618","DOIUrl":"https://doi.org/10.1080/08929092.2022.2147618","url":null,"abstract":"ABSTRACT This article documents techniques, strategies, accommodations, and modifications directors and arts educators have historically used and are currently using when directing actors of all ages with learning disabilities. The goal of this research is to develop a contextual base of existing knowledge and practices. The author pulls from published literature, a survey of the field, interviews, and personal experience to create this documentation. Most commonly, directors have been and are using devising, extended rehearsal time, and adaptive strategies with text to support their learning disabled actors.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"36 1","pages":"41 - 60"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46651037","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 : 2022-07-03DOI: 10.1080/08929092.2022.2147621
B. Oglesby
{"title":"Finding the play that fits","authors":"B. Oglesby","doi":"10.1080/08929092.2022.2147621","DOIUrl":"https://doi.org/10.1080/08929092.2022.2147621","url":null,"abstract":"","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"36 1","pages":"136 - 146"},"PeriodicalIF":0.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47662413","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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