Pub Date : 2021-07-03DOI: 10.1080/08929092.2021.1910602
Pernilla Ahlstrand, Ninnie Andersson
ABSTRACT This article presents an ongoing research project, which researches theatre as a school subject at high school level in Sweden. The study is an example of practice-based research on teaching and learning and uses the model learning study for its research approach. It is argued that knowledge concerning the meaning of knowing the object of learning, in this case “to impose one´s will”, is generated using the model. The results are presented as three categories of description and in an outcome space. The categories describe different ways of knowing the object of learning, in this case how to impose one´s will (what the character wants) with the purpose of developing the capability to consciously communicate with an audience.
{"title":"Learning study - a model for practice-based research in a Swedish theatre classroom","authors":"Pernilla Ahlstrand, Ninnie Andersson","doi":"10.1080/08929092.2021.1910602","DOIUrl":"https://doi.org/10.1080/08929092.2021.1910602","url":null,"abstract":"ABSTRACT This article presents an ongoing research project, which researches theatre as a school subject at high school level in Sweden. The study is an example of practice-based research on teaching and learning and uses the model learning study for its research approach. It is argued that knowledge concerning the meaning of knowing the object of learning, in this case “to impose one´s will”, is generated using the model. The results are presented as three categories of description and in an outcome space. The categories describe different ways of knowing the object of learning, in this case how to impose one´s will (what the character wants) with the purpose of developing the capability to consciously communicate with an audience.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"35 1","pages":"115 - 128"},"PeriodicalIF":0.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2021.1910602","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48480551","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 : 2021-04-06DOI: 10.1080/08929092.2021.1891166
H. Schoenenberger
ABSTRACT This article examines how Theatre for Young Audiences practitioners innovate in terms of deepening young people’s experiences of recorded performances in the digital space. It defines extended performance engagement, mapping the current context of pre- and post-performance interventions connected to professional theatre in the USA and Europe. The article questions the potential for growth and expansion of awareness of extended performance engagement in a world affected by COVID-19, and how this field values the overall experience of engaging with live performance, even when streamed at home. The investigation questions how we measure the successes of this engagement and its afterlife following on from the live, and now digital, space.
{"title":"Stay at home, engage at home: extended performance engagement in the time of COVID-19","authors":"H. Schoenenberger","doi":"10.1080/08929092.2021.1891166","DOIUrl":"https://doi.org/10.1080/08929092.2021.1891166","url":null,"abstract":"ABSTRACT This article examines how Theatre for Young Audiences practitioners innovate in terms of deepening young people’s experiences of recorded performances in the digital space. It defines extended performance engagement, mapping the current context of pre- and post-performance interventions connected to professional theatre in the USA and Europe. The article questions the potential for growth and expansion of awareness of extended performance engagement in a world affected by COVID-19, and how this field values the overall experience of engaging with live performance, even when streamed at home. The investigation questions how we measure the successes of this engagement and its afterlife following on from the live, and now digital, space.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"35 1","pages":"90 - 102"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2021.1891166","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43927798","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 : 2021-04-06DOI: 10.1080/08929092.2021.1891162
Nicole L Olsen
ABSTRACT This qualitative study examines student perceptions of positive childhood experiences (counter-ACEs) in the context of a high school theatre program in the United States. Using the HOPE (Health Outcomes from Positive Experiences) framework, questions were developed to interview students for their perceptions in three categories: safe learning space, peer relationships, and emotional skills.
{"title":"Disrupting adverse childhood events (ACEs): student perceptions of the counter-ACEs of high school drama","authors":"Nicole L Olsen","doi":"10.1080/08929092.2021.1891162","DOIUrl":"https://doi.org/10.1080/08929092.2021.1891162","url":null,"abstract":"ABSTRACT This qualitative study examines student perceptions of positive childhood experiences (counter-ACEs) in the context of a high school theatre program in the United States. Using the HOPE (Health Outcomes from Positive Experiences) framework, questions were developed to interview students for their perceptions in three categories: safe learning space, peer relationships, and emotional skills.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"35 1","pages":"37 - 48"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2021.1891162","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43013281","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 : 2021-04-06DOI: 10.1080/08929092.2021.1891167
Aubrey Helene Neumann
ABSTRACT What little scholarship exists on the subject of applied theatre exit strategies focuses on artistic or socio-political matters, leaving the interpersonal largely overlooked. Yet interpersonal relationships play a vital role in applied theatre practice, particularly when working with youth. Drawing on the fields of applied theatre and social work, as well as contemporary practice, this article analyzes facilitator–participant relationships through the lens of trusted adult scholarship to propose best practices. Exit strategies that incorporate network development, clear endings, and defined limitations promote ethical transitions out of the role of trusted adult as well as that of facilitator.
{"title":"Transitioning out of the role of trusted adult in applied theatre with youth: or how I found myself in need of a time machine","authors":"Aubrey Helene Neumann","doi":"10.1080/08929092.2021.1891167","DOIUrl":"https://doi.org/10.1080/08929092.2021.1891167","url":null,"abstract":"ABSTRACT What little scholarship exists on the subject of applied theatre exit strategies focuses on artistic or socio-political matters, leaving the interpersonal largely overlooked. Yet interpersonal relationships play a vital role in applied theatre practice, particularly when working with youth. Drawing on the fields of applied theatre and social work, as well as contemporary practice, this article analyzes facilitator–participant relationships through the lens of trusted adult scholarship to propose best practices. Exit strategies that incorporate network development, clear endings, and defined limitations promote ethical transitions out of the role of trusted adult as well as that of facilitator.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"35 1","pages":"103 - 114"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2021.1891167","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48511813","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 This article examines how two devising theater projects with 43 seventh grade pupils respond to values in adaptive education: inclusion, appreciation, variation, experience, relevance, context, and participation. We focus on statue work and the formation of ideas through negotiation processes. The project responds to and concretizes democratic working methods and a pupil perspective in adaptive education. The article suggests that exploratory ensemble-based forms of learning offer the pupils an opportunity to discover their own and the other’s voice, which opens up inclusion into a community.
{"title":"Drama as democratic and inclusive practice","authors":"Kristine Storsve, Rikke Gürgens Gjærum, Bjørn Rasmussen","doi":"10.1080/08929092.2021.1891164","DOIUrl":"https://doi.org/10.1080/08929092.2021.1891164","url":null,"abstract":"ABSTRACT This article examines how two devising theater projects with 43 seventh grade pupils respond to values in adaptive education: inclusion, appreciation, variation, experience, relevance, context, and participation. We focus on statue work and the formation of ideas through negotiation processes. The project responds to and concretizes democratic working methods and a pupil perspective in adaptive education. The article suggests that exploratory ensemble-based forms of learning offer the pupils an opportunity to discover their own and the other’s voice, which opens up inclusion into a community.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"35 1","pages":"65 - 78"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2021.1891164","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41632232","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 : 2021-03-04DOI: 10.1080/08929092.2020.1863888
Angela Sweigart-Gallagher
ABSTRACT In “Don’t Go in the Worknest!”: Responding to Rules and Rule-Breaking in Anne Negri’s With Two Wings,” I explore a generative “collision” between the focus on rules and rule enforcement in contemporary discourses around parenting, the actual lived experience of parenting, and the representation of rules and rule-breaking on stage. I begin by examining the role of rules and rule-setting in popular parenting books. I argue that the discourse around rules, rule-breaking, and rule-enforcement creates a particularly fraught environment for Negri’s play, not only because of the way in which Lyf, the play’s protagonist, deliberately and repeatedly breaks his parents’ rules but also because the rules are based on a lie. Using my own experience as a model, I argue that Negri’s complex consideration of “rules” presents a profound opportunity for caregivers to reconsider the role of rules in the life of children in their care, and the rule-breaking within the play offers critical opportunities for dialogue between caregivers and youth about growing up and pushing beyond the boundaries of the family nest.
{"title":"“Don’t Go in the Worknest!”: Responding to rules and rule-breaking in Anne Negri’s With Two Wings","authors":"Angela Sweigart-Gallagher","doi":"10.1080/08929092.2020.1863888","DOIUrl":"https://doi.org/10.1080/08929092.2020.1863888","url":null,"abstract":"ABSTRACT In “Don’t Go in the Worknest!”: Responding to Rules and Rule-Breaking in Anne Negri’s With Two Wings,” I explore a generative “collision” between the focus on rules and rule enforcement in contemporary discourses around parenting, the actual lived experience of parenting, and the representation of rules and rule-breaking on stage. I begin by examining the role of rules and rule-setting in popular parenting books. I argue that the discourse around rules, rule-breaking, and rule-enforcement creates a particularly fraught environment for Negri’s play, not only because of the way in which Lyf, the play’s protagonist, deliberately and repeatedly breaks his parents’ rules but also because the rules are based on a lie. Using my own experience as a model, I argue that Negri’s complex consideration of “rules” presents a profound opportunity for caregivers to reconsider the role of rules in the life of children in their care, and the rule-breaking within the play offers critical opportunities for dialogue between caregivers and youth about growing up and pushing beyond the boundaries of the family nest.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"35 1","pages":"15 - 24"},"PeriodicalIF":0.0,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2020.1863888","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44608960","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 : 2021-02-17DOI: 10.1080/08929092.2020.1867682
Esther Uria-Iriarte
ABSTRACT This article describes elements of research that were carried out in four secondary schools in Spain’s Basque Country – particularly concerning the role of facilitator in the study’s framework. This research studied the usefulness of theatre as a tool applied to promoting coexistence amongst secondary school students. As researcher, I designed and implemented a drama-based program in four secondary schools, and I facilitated the sessions. From my experiences I have extracted relevant elements that may be considered by others assuming the role of facilitator: creating structure building organizational consistency, and spaces guaranteeing trust and freedom; context management and facilitator´s self-regulation strategies by drawing boundaries and developing certain doses of tolerance to uncertainty.
{"title":"Pedagogy of paradox: Discovering the role of drama-facilitator in the secondary school classroom","authors":"Esther Uria-Iriarte","doi":"10.1080/08929092.2020.1867682","DOIUrl":"https://doi.org/10.1080/08929092.2020.1867682","url":null,"abstract":"ABSTRACT This article describes elements of research that were carried out in four secondary schools in Spain’s Basque Country – particularly concerning the role of facilitator in the study’s framework. This research studied the usefulness of theatre as a tool applied to promoting coexistence amongst secondary school students. As researcher, I designed and implemented a drama-based program in four secondary schools, and I facilitated the sessions. From my experiences I have extracted relevant elements that may be considered by others assuming the role of facilitator: creating structure building organizational consistency, and spaces guaranteeing trust and freedom; context management and facilitator´s self-regulation strategies by drawing boundaries and developing certain doses of tolerance to uncertainty.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"35 1","pages":"25 - 36"},"PeriodicalIF":0.0,"publicationDate":"2021-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2020.1867682","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46523003","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 : 2021-01-29DOI: 10.1080/08929092.2020.1824950
Sarah Tan
ABSTRACT For many, childhood is a time when they have a certain capacity to make independent choices and decisions. If socialized in communal spaces, children begin to create their own peer cultures. A lesser-discussed peer culture is the one that exists in the digital space. This paper investigates how the increased use of technology among youth impacts the creation of peer cultures online. Ideas and construction of the self will be explored through the mapping of youth identity formation online, an analysis of existing media literacy courses through the lens of Dewey’s educational theories, and the discussion of social media in Theatre for Youth productions supported by Nellie McCaslin’s writings on technology and children.
{"title":"Childhood in the age of digital culture","authors":"Sarah Tan","doi":"10.1080/08929092.2020.1824950","DOIUrl":"https://doi.org/10.1080/08929092.2020.1824950","url":null,"abstract":"ABSTRACT For many, childhood is a time when they have a certain capacity to make independent choices and decisions. If socialized in communal spaces, children begin to create their own peer cultures. A lesser-discussed peer culture is the one that exists in the digital space. This paper investigates how the increased use of technology among youth impacts the creation of peer cultures online. Ideas and construction of the self will be explored through the mapping of youth identity formation online, an analysis of existing media literacy courses through the lens of Dewey’s educational theories, and the discussion of social media in Theatre for Youth productions supported by Nellie McCaslin’s writings on technology and children.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"35 1","pages":"1 - 14"},"PeriodicalIF":0.0,"publicationDate":"2021-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2020.1824950","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48128202","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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