This article analyses the implementation of a theatrical performance for the prevention of micro-chauvinism violence and the promotion of equality created by vocational training students and aimed at secondary school students. Using a qualitative research methodology based on case studies and the use of narratological and semiotic models of theatrical reception, this work focuses on analysing the acting roles of the characters who represent situations of micro-chauvinism in adolescence, and understanding the theatrical performative characteristics of the artistic work. The results allow us to draw conclusions about the advantages of theatre applied to education to diagnose the current situation of youth micro-chauvinism; the orchestration of teaching with a gender perspective through the dramatization of micro-chauvinism among young adolescents; and the choreographies of learning for the promotion of gender equality through theatre applied to education.
{"title":"Roles and micro-chauvinism in youth: A semiotic analysis of expanded theatricalities","authors":"Yasna Pradena-García, Eduardo Fernández-Rodríguez, Rocío Anguita-Martínez","doi":"10.1386/atr_00080_1","DOIUrl":"https://doi.org/10.1386/atr_00080_1","url":null,"abstract":"This article analyses the implementation of a theatrical performance for the prevention of micro-chauvinism violence and the promotion of equality created by vocational training students and aimed at secondary school students. Using a qualitative research methodology based on case studies and the use of narratological and semiotic models of theatrical reception, this work focuses on analysing the acting roles of the characters who represent situations of micro-chauvinism in adolescence, and understanding the theatrical performative characteristics of the artistic work. The results allow us to draw conclusions about the advantages of theatre applied to education to diagnose the current situation of youth micro-chauvinism; the orchestration of teaching with a gender perspective through the dramatization of micro-chauvinism among young adolescents; and the choreographies of learning for the promotion of gender equality through theatre applied to education.","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139191471","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}
This article reports on an arts-based ethno-theatre/drama education pilot study, which explored how mental health is portrayed in Canadian Theatre for Young Audiences (TYA) scripts and how young people responded to these portrayals through play analysis workshops and collective theatre devising. Overall, the study was successful, with one unanticipated challenge. This article gives an overview of Phase 1: Play analysis and Phase 2: Play devising.
{"title":"Youth mental health performance: How young people respond to portrayals of mental health, resilience and well-being in and through drama and performance creation","authors":"Trudy Pauluth-Penner, Monica Prendergast","doi":"10.1386/atr_00074_1","DOIUrl":"https://doi.org/10.1386/atr_00074_1","url":null,"abstract":"This article reports on an arts-based ethno-theatre/drama education pilot study, which explored how mental health is portrayed in Canadian Theatre for Young Audiences (TYA) scripts and how young people responded to these portrayals through play analysis workshops and collective theatre devising. Overall, the study was successful, with one unanticipated challenge. This article gives an overview of Phase 1: Play analysis and Phase 2: Play devising.","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43967613","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}
Riikka-Liisa Niemelä, Anna-Mari Laulumaa, Anna-Kaisa Tupala, Kaisa J. Raatikainen
This article examines the eligibility of a theatre-based method in transdisciplinary research into human–nature connectedness. We elaborate on a need to refine scientific tools with creative means of art to find novel ways to explore dimensions of human–nature relations unobtainable with conventional scientific methods. Over the past few decades, arts-based research (ABR) methods have gained more popularity in academic research as they offer opportunities to approach aspects previously neglected in science, such as embodied and sensory experience. In this article, we describe the study accomplished in the form of site-specific performance at a nature conservation area combined with qualitative research inquiry focusing on participants’ ideas and experiences of nature. We reflect on the benefits of combining art and science when aiming at a better understanding of the range of variegated ideas and conceptualizations behind human behaviour, and at gaining knowledge of topics that are complex and contradictory.
{"title":"A detour in research through the gorge: Approaching human–nature connections with site-specific performance","authors":"Riikka-Liisa Niemelä, Anna-Mari Laulumaa, Anna-Kaisa Tupala, Kaisa J. Raatikainen","doi":"10.1386/atr_00077_1","DOIUrl":"https://doi.org/10.1386/atr_00077_1","url":null,"abstract":"This article examines the eligibility of a theatre-based method in transdisciplinary research into human–nature connectedness. We elaborate on a need to refine scientific tools with creative means of art to find novel ways to explore dimensions of human–nature relations unobtainable with conventional scientific methods. Over the past few decades, arts-based research (ABR) methods have gained more popularity in academic research as they offer opportunities to approach aspects previously neglected in science, such as embodied and sensory experience. In this article, we describe the study accomplished in the form of site-specific performance at a nature conservation area combined with qualitative research inquiry focusing on participants’ ideas and experiences of nature. We reflect on the benefits of combining art and science when aiming at a better understanding of the range of variegated ideas and conceptualizations behind human behaviour, and at gaining knowledge of topics that are complex and contradictory.","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46268350","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}
This study explores Finnish teenage students’ performative encounters with a performance, a theatre in education (TIE) programme called #nofilter, concerning young people and social media. The structure of the study regarding the TIE programme is based on educational design research with iterative cycles of inquiry. Thinking with theory is used as a methodology based on Barad’s agential realism guided by the analytical question: what diffractive learning events were co-created in the TIE programme #nofilter in the intra-action with the students? The agency produced can theoretically be understood as performative learning based on the materiality of the performance, including affective and performative encounters of the students’ intra-action with the theme of the TIE programme concerning social media on the internet with an entanglement of matter and meaning. The students recognized that they need to be aware of how to handle affects and situations that could appear in the intra-actions with social media to produce knowledge and perspective in their learning events.
{"title":"Performative encounters with the TIE programme #nofilter: A study based on Finnish teenagers’ written thoughts","authors":"Nina Dahl-Tallgren","doi":"10.1386/atr_00073_1","DOIUrl":"https://doi.org/10.1386/atr_00073_1","url":null,"abstract":"This study explores Finnish teenage students’ performative encounters with a performance, a theatre in education (TIE) programme called #nofilter, concerning young people and social media. The structure of the study regarding the TIE programme is based on educational design research with iterative cycles of inquiry. Thinking with theory is used as a methodology based on Barad’s agential realism guided by the analytical question: what diffractive learning events were co-created in the TIE programme #nofilter in the intra-action with the students? The agency produced can theoretically be understood as performative learning based on the materiality of the performance, including affective and performative encounters of the students’ intra-action with the theme of the TIE programme concerning social media on the internet with an entanglement of matter and meaning. The students recognized that they need to be aware of how to handle affects and situations that could appear in the intra-actions with social media to produce knowledge and perspective in their learning events.","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45944859","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}
This article offers a reflection on a series of three drama-based workshops that I developed and facilitated, which formed part of a larger programme called Youth Stories. Youth Stories is a collaborative endeavour between a non-governmental organization (NGO) and a social service organization (SSO), which aims to provide a space for young people living in a low-income neighbourhood in Singapore to reflect on the issues affecting their communities, and to build the young people’s agentic capacities to create change. In this particular drama-based series of the project, the key aim was to explore common narratives associated with the young people’s neighbourhoods and the possibilities of disrupting these narratives through drama work.
{"title":"Reflections from the Youth Stories project: Creative disruptions with young people from low-income neighbourhoods in Singapore","authors":"Natalie Lazaroo","doi":"10.1386/atr_00075_1","DOIUrl":"https://doi.org/10.1386/atr_00075_1","url":null,"abstract":"This article offers a reflection on a series of three drama-based workshops that I developed and facilitated, which formed part of a larger programme called Youth Stories. Youth Stories is a collaborative endeavour between a non-governmental organization (NGO) and a social service organization (SSO), which aims to provide a space for young people living in a low-income neighbourhood in Singapore to reflect on the issues affecting their communities, and to build the young people’s agentic capacities to create change. In this particular drama-based series of the project, the key aim was to explore common narratives associated with the young people’s neighbourhoods and the possibilities of disrupting these narratives through drama work.","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49271627","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}
This article aims to display an ethnodrama playscript with the story of a gambling husband coping with his financial struggle and his family’s emotional reactions. The researcher was involved as collaborating playwright in the project, assisting a devising director who led a group of ex-gambling addicts and their family members referred by a Hong Kong counselling service. The ethnotheatre generated, interpreted and mediated data from interviews and devising sessions, and exhibited a painful story about the downfall of a taxi driver who earned easy money by betting and ended up in heavy debt, having to resort to begging his wife for money. The article also includes a discussion on reality and truth, as interpretation perspectives in arts-based research.
{"title":"Facets of human conditions: Some artistic records and ethnotheatrical interpretations of ex-gambling addicts","authors":"J. Shu","doi":"10.1386/atr_00076_1","DOIUrl":"https://doi.org/10.1386/atr_00076_1","url":null,"abstract":"This article aims to display an ethnodrama playscript with the story of a gambling husband coping with his financial struggle and his family’s emotional reactions. The researcher was involved as collaborating playwright in the project, assisting a devising director who led a group of ex-gambling addicts and their family members referred by a Hong Kong counselling service. The ethnotheatre generated, interpreted and mediated data from interviews and devising sessions, and exhibited a painful story about the downfall of a taxi driver who earned easy money by betting and ended up in heavy debt, having to resort to begging his wife for money. The article also includes a discussion on reality and truth, as interpretation perspectives in arts-based research.","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49208297","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}
In this interview, the Chinese playwright and drama education pioneer Li Yingning (b. 1942) talks about her life and way into educational drama. Li and her family’s life is to a remarkably large extent connected to modern Chinese history. Li’s plays focus on women’s issues, social problems and historical productions. Her life seems to include much of China’s modern history – and drama – in many levels of meaning of this word.
{"title":"Interview with Li Yingning","authors":"Tor-Helge Allern, Sisi Zheng, Stig A. Eriksson","doi":"10.1386/atr_00071_7","DOIUrl":"https://doi.org/10.1386/atr_00071_7","url":null,"abstract":"In this interview, the Chinese playwright and drama education pioneer Li Yingning (b. 1942) talks about her life and way into educational drama. Li and her family’s life is to a remarkably large extent connected to modern Chinese history. Li’s plays focus on women’s issues, social problems and historical productions. Her life seems to include much of China’s modern history – and drama – in many levels of meaning of this word.","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47955999","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}
In this article, we present and discuss how traditional Chinese culture is connected to moral education (deyu), current governmental strategies in education and educational drama as an approach to moral education. We argue that the mixture in deyu of moral and ideological education in today’s China is nothing new, and totally consistent with China’s pre-revolutionary periods. Although current government strategies in education emphasize aesthetic subjects such as drama/theatre (Xiju), and include methods and conventions in educational drama, it is hard to perceive whether the policy is open to an explorative learning process, characteristic of educational drama, or rather implies a more classical approach, based on textbooks and memorization, or even pure learning techniques. Nevertheless, processual processes to drama seem to harmonize with ambitions in China’s current school reforms and to be relevant to moral education within a social framework.
{"title":"Educational drama, traditional Chinese culture and current government policies","authors":"Tor-Helge Allern, Sisi Zheng, Stig A. Eriksson","doi":"10.1386/atr_00065_1","DOIUrl":"https://doi.org/10.1386/atr_00065_1","url":null,"abstract":"In this article, we present and discuss how traditional Chinese culture is connected to moral education (deyu), current governmental strategies in education and educational drama as an approach to moral education. We argue that the mixture in deyu of moral and ideological education in today’s China is nothing new, and totally consistent with China’s pre-revolutionary periods. Although current government strategies in education emphasize aesthetic subjects such as drama/theatre (Xiju), and include methods and conventions in educational drama, it is hard to perceive whether the policy is open to an explorative learning process, characteristic of educational drama, or rather implies a more classical approach, based on textbooks and memorization, or even pure learning techniques. Nevertheless, processual processes to drama seem to harmonize with ambitions in China’s current school reforms and to be relevant to moral education within a social framework.","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46367280","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}
Based on the authors’ previous academic exchange and observations, translation of terms related to drama and theatre from English to Chinese and vice versa is likely to cause misunderstandings. This research investigated what the translation of key terms may reveal about the understandings of drama education in China. Through a desk research, we collected key terms primarily related to drama and theatre from 26 seminal English and Norwegian books in the field of drama education and their Chinese translations, sorting out and comparing the English/Norwegian originals and the Chinese translations of each term. Findings confirmed that the same Chinese expressions had been used for completely different drama-related terms, while applied theatre-related terms may be misleading as the translation may refer to theatre architectures. Elaborating on the understanding of drama and theatre in China and the new drama praxis, the Drama Etudes, this study discusses what the term ‘drama education’ may refer to in the Chinese context. The overall aim of this study is to contribute to an extended understanding of drama education and its relevant praxis in a global context.
{"title":"What can the translation of key terms reveal about understandings of drama education in China?","authors":"Sisi Zheng, Adam Cziboly","doi":"10.1386/atr_00066_1","DOIUrl":"https://doi.org/10.1386/atr_00066_1","url":null,"abstract":"Based on the authors’ previous academic exchange and observations, translation of terms related to drama and theatre from English to Chinese and vice versa is likely to cause misunderstandings. This research investigated what the translation of key terms may reveal about the understandings of drama education in China. Through a desk research, we collected key terms primarily related to drama and theatre from 26 seminal English and Norwegian books in the field of drama education and their Chinese translations, sorting out and comparing the English/Norwegian originals and the Chinese translations of each term. Findings confirmed that the same Chinese expressions had been used for completely different drama-related terms, while applied theatre-related terms may be misleading as the translation may refer to theatre architectures. Elaborating on the understanding of drama and theatre in China and the new drama praxis, the Drama Etudes, this study discusses what the term ‘drama education’ may refer to in the Chinese context. The overall aim of this study is to contribute to an extended understanding of drama education and its relevant praxis in a global context.","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42324228","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}
With the introduction of drama in education and creative drama in China in the late twentieth century, drama in education has become a new practice and research hotspot in the field of education. However, children’s theatre performance and dramatic acting training have for a long time been the main form of Chinese preschool drama education and still have a noticeable impact. In this article, we explore how drama in education can improve and expand Chinese kindergarten teachers’ teaching repertoire and how it can contribute to children’s interpersonal development. This design-based study uses interventions in the form of drama in education workshops in a Chinese kindergarten. By undertaking these workshops, observing workshop participants and interviewing teachers and children, we have found that drama in education supports children’s language learning and helps develop their individual self-awareness. In addition, it also provides multiple new methods of teaching and thus promotes teachers’ individual growth as professionals in the kindergarten classroom. In terms of kindergarten curriculum reform, this study aims to contribute to the current developments and debates about teaching, learning and overall education.
{"title":"The opportunities and challenges of drama in education in Chinese kindergartens","authors":"Yiou Wang, Xiuqing Qiao, Shusheng Ma","doi":"10.1386/atr_00070_1","DOIUrl":"https://doi.org/10.1386/atr_00070_1","url":null,"abstract":"With the introduction of drama in education and creative drama in China in the late twentieth century, drama in education has become a new practice and research hotspot in the field of education. However, children’s theatre performance and dramatic acting training have for a long time been the main form of Chinese preschool drama education and still have a noticeable impact. In this article, we explore how drama in education can improve and expand Chinese kindergarten teachers’ teaching repertoire and how it can contribute to children’s interpersonal development. This design-based study uses interventions in the form of drama in education workshops in a Chinese kindergarten. By undertaking these workshops, observing workshop participants and interviewing teachers and children, we have found that drama in education supports children’s language learning and helps develop their individual self-awareness. In addition, it also provides multiple new methods of teaching and thus promotes teachers’ individual growth as professionals in the kindergarten classroom. In terms of kindergarten curriculum reform, this study aims to contribute to the current developments and debates about teaching, learning and overall education.","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49188489","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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