{"title":"Working in multiple figured worlds and positionings to reinvestigate the science behind a national tragedy","authors":"Carrie Swanson","doi":"10.1386/atr_00009_1","DOIUrl":"https://doi.org/10.1386/atr_00009_1","url":null,"abstract":"","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47215049","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}
{"title":"The promise and agony of migration: Formation of identity across memory as a voyage and distance as exile","authors":"Wasim Al-Kurdi","doi":"10.1386/atr_00004_1","DOIUrl":"https://doi.org/10.1386/atr_00004_1","url":null,"abstract":"","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45542103","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}
{"title":"When tragedy embraces the farce: Adaption of Gogol’s The Government Inspector in different cultures","authors":"W. L. Meyer","doi":"10.1386/atr_00008_1","DOIUrl":"https://doi.org/10.1386/atr_00008_1","url":null,"abstract":"","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46797213","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}
{"title":"Reviews","authors":"M. Inchley, Sarah Bartley, Kate Massey-Chase","doi":"10.1386/atr_00011_5","DOIUrl":"https://doi.org/10.1386/atr_00011_5","url":null,"abstract":"","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44504828","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}
{"title":"Principles of embodied pedagogy: The role of the drama educator in transforming student understanding through a collaborative and embodied aesthetic practice","authors":"Jane Bird, Christine Sinclair","doi":"10.1386/atr_00003_1","DOIUrl":"https://doi.org/10.1386/atr_00003_1","url":null,"abstract":"","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/atr_00003_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48342930","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}
Taking as its theoretical starting point Sheila Preston’s (2013) discussion of emotional labour and the applied theatre facilitator, we examine how emotional labour in the applied theatre space might manifest through the experiences of not only the facilitator, but the participants as well. Our investigation is based on the work of The Community Theatre (TCT) project, a drama-based group in Singapore that enlists youth volunteers from low- and middle-income backgrounds to co-create shows that reflect on the social challenges faced by children and families from low socio-economic backgrounds. Drawing on interviews, reflective journals and workshop notes, we identify two significant moments that emerged out of TCT’s work, where the practice of emotional labour by the facilitator and participants became evident. We suggest that the implications of participants managing their emotions during the applied theatre process can offer some insight into the need for facilitators to create opportunities for suppressed feelings experienced by both facilitators and participants to be critically engaged with. We begin to articulate the importance of a critical emotional praxis (Chubbuck and Zembylas 2006) to navigate what we have termed the ‘tyranny of emotional distance’ in applied theatre work – the perceived negative effects caused by constant emotional management.
{"title":"The tyranny of emotional distance?: Emotion/al work and emotional labour in applied theatre projects","authors":"Natalie Lazaroo, I. Ishak","doi":"10.1386/atr_00006_1","DOIUrl":"https://doi.org/10.1386/atr_00006_1","url":null,"abstract":"Taking as its theoretical starting point Sheila Preston’s (2013) discussion of emotional labour and the applied theatre facilitator, we examine how emotional labour in the applied theatre space might manifest through the experiences of not only the facilitator, but the participants as well. Our investigation is based on the work of The Community Theatre (TCT) project, a drama-based group in Singapore that enlists youth volunteers from low- and middle-income backgrounds to co-create shows that reflect on the social challenges faced by children and families from low socio-economic backgrounds. Drawing on interviews, reflective journals and workshop notes, we identify two significant moments that emerged out of TCT’s work, where the practice of emotional labour by the facilitator and participants became evident. We suggest that the implications of participants managing their emotions during the applied theatre process can offer some insight into the need for facilitators to create opportunities for suppressed feelings experienced by both facilitators and participants to be critically engaged with. We begin to articulate the importance of a critical emotional praxis (Chubbuck and Zembylas 2006) to navigate what we have termed the ‘tyranny of emotional distance’ in applied theatre work – the perceived negative effects caused by constant emotional management.","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46457599","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}
{"title":"The Dury’s Out: Participatory drama and applied theatre processes as ways of addressing radicalized thinking – a pilot study","authors":"Meg Upton, Michele Grossman","doi":"10.1386/atr_00005_1","DOIUrl":"https://doi.org/10.1386/atr_00005_1","url":null,"abstract":"","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1386/atr_00005_1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44370655","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}
{"title":"The tyranny of distance","authors":"M. Balfour, R. Sallis","doi":"10.1386/atr_00001_2","DOIUrl":"https://doi.org/10.1386/atr_00001_2","url":null,"abstract":"","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43494904","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}
{"title":"Notes from an autumn gardener: Reflections on applied theatre and bridging distance","authors":"Jan Cohen-Cruz","doi":"10.1386/atr_00002_1","DOIUrl":"https://doi.org/10.1386/atr_00002_1","url":null,"abstract":"","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49055999","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 discusses the use of drama as a method for teaching and learning using two case studies from different geographical locations and teaching contexts in Australia. The first, from the University of Newcastle, is in the field of enabling education that supports students to gain the knowledge and skills required to continue their journey to a higher education degree. The other, from an existing university pre-service teaching programme at the University of Melbourne, supports students to gain the knowledge and skills required to enter the teaching profession in an Australian context. Both case studies, which are also part of a broader, ongoing research project, examine the role drama can play in the creation of supportive dialogical spaces for learning in higher education contexts, where the students come from a diverse range of socio-cultural backgrounds. The qualitative research is framed by practitioner research, pedagogical methodology and ethnodrama. Dramatized dialogue is used to share our findings. To date, our research has revealed that drama education techniques and activities, and the use of ethnodrama, can both enhance student participation and engagement, and contribute to successfully achieving the aims and objectives of the respective programmes.
{"title":"Investigating the role of drama in two enabling courses in Australia","authors":"Carol Carter, R. Sallis","doi":"10.1386/atr_00007_1","DOIUrl":"https://doi.org/10.1386/atr_00007_1","url":null,"abstract":"This article discusses the use of drama as a method for teaching and learning using two case studies from different geographical locations and teaching contexts in Australia. The first, from the University of Newcastle, is in the field of enabling education that supports students to gain the knowledge and skills required to continue their journey to a higher education degree. The other, from an existing university pre-service teaching programme at the University of Melbourne, supports students to gain the knowledge and skills required to enter the teaching profession in an Australian context. Both case studies, which are also part of a broader, ongoing research project, examine the role drama can play in the creation of supportive dialogical spaces for learning in higher education contexts, where the students come from a diverse range of socio-cultural backgrounds. The qualitative research is framed by practitioner research, pedagogical methodology and ethnodrama. Dramatized dialogue is used to share our findings. To date, our research has revealed that drama education techniques and activities, and the use of ethnodrama, can both enhance student participation and engagement, and contribute to successfully achieving the aims and objectives of the respective programmes.","PeriodicalId":41248,"journal":{"name":"Applied Theatre Research","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43896487","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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