Pub Date : 1998-09-01DOI: 10.1080/1356978980030208
D. Clark
Abstract The author's drama background is as actor/director in conventional theatre, with no experience of ‘Developmental Drama’ or ‘collective performance creation’. This study was an opportunity to carry out ‘naive’ research in which his knowledge and experience did not differ substantially from those of the other participants. Seventeen participants, including the author, worked in smaller groups under the guidance of a facilitator, ‘Buddy’, to create performance pieces inspired by a museum exhibit and performed at the museum and in elementary schools. The author's official status was that of ‘participant observer’, but he was, in fact, fully a ‘participant’, occasionally to the detriment of being an observer. The study focuses on the performance creation of his group. Although the original research question asked ‘What conceptions of person‐hood are manifest in the procedures of facilitators and participants as they make the work?’, this question changed as a result of the experience. The question and...
{"title":"The Winning Postgraduate Short Article From Missed Opportunities to Insights","authors":"D. Clark","doi":"10.1080/1356978980030208","DOIUrl":"https://doi.org/10.1080/1356978980030208","url":null,"abstract":"Abstract The author's drama background is as actor/director in conventional theatre, with no experience of ‘Developmental Drama’ or ‘collective performance creation’. This study was an opportunity to carry out ‘naive’ research in which his knowledge and experience did not differ substantially from those of the other participants. Seventeen participants, including the author, worked in smaller groups under the guidance of a facilitator, ‘Buddy’, to create performance pieces inspired by a museum exhibit and performed at the museum and in elementary schools. The author's official status was that of ‘participant observer’, but he was, in fact, fully a ‘participant’, occasionally to the detriment of being an observer. The study focuses on the performance creation of his group. Although the original research question asked ‘What conceptions of person‐hood are manifest in the procedures of facilitators and participants as they make the work?’, this question changed as a result of the experience. The question and...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"24 1","pages":"225-245"},"PeriodicalIF":0.6,"publicationDate":"1998-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88951455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-09-01DOI: 10.1080/1356978980030212
James. Thompson
{"title":"Out of this Sterile Space: notes on ‘Pathologies of hope in drama and theatre’","authors":"James. Thompson","doi":"10.1080/1356978980030212","DOIUrl":"https://doi.org/10.1080/1356978980030212","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"32 1","pages":"252-254"},"PeriodicalIF":0.6,"publicationDate":"1998-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87079857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-09-01DOI: 10.1080/1356978980030213
A. Kempe
{"title":"Research into the Continuing Professional Development of Drama Teachers","authors":"A. Kempe","doi":"10.1080/1356978980030213","DOIUrl":"https://doi.org/10.1080/1356978980030213","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"19 1","pages":"254-257"},"PeriodicalIF":0.6,"publicationDate":"1998-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81567852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-09-01DOI: 10.1080/1356978980030205
J. Saldaña
Abstract This confessional tale describes the author's first time venture with producing an ethnographic performance text, an alternative mode of research presentation. In ethnotheatre, significant selections from a qualitative study's field notes and interview transcripts are carefully arranged, scripted, and staged for an audience to enhance their understanding of the participants’ lives. This particular project dramatised the story of Barry, an adolescent who dreams of becoming a professional actor. Barry participated in a longitudinal study of drama and theatre as he progressed from kindergarten through sixth grade. A follow‐up study from his sophomore (tenth) through senior (twelfth) years in high school observed his continued and exemplary participation in the art forms. Barry, his mother and his two high school theatre teachers were interviewed to assess the social influences on his career goals and to gain multiple perspectives on his ways of working. Unknowingly, the researcher was to grapple wit...
{"title":"Ethical Issues in an Ethnographic Performance Text: the ‘dramatic impact’ of ‘juicy stuff’","authors":"J. Saldaña","doi":"10.1080/1356978980030205","DOIUrl":"https://doi.org/10.1080/1356978980030205","url":null,"abstract":"Abstract This confessional tale describes the author's first time venture with producing an ethnographic performance text, an alternative mode of research presentation. In ethnotheatre, significant selections from a qualitative study's field notes and interview transcripts are carefully arranged, scripted, and staged for an audience to enhance their understanding of the participants’ lives. This particular project dramatised the story of Barry, an adolescent who dreams of becoming a professional actor. Barry participated in a longitudinal study of drama and theatre as he progressed from kindergarten through sixth grade. A follow‐up study from his sophomore (tenth) through senior (twelfth) years in high school observed his continued and exemplary participation in the art forms. Barry, his mother and his two high school theatre teachers were interviewed to assess the social influences on his career goals and to gain multiple perspectives on his ways of working. Unknowingly, the researcher was to grapple wit...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"4 1","pages":"181-196"},"PeriodicalIF":0.6,"publicationDate":"1998-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90557986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-03-01DOI: 10.1080/1356978980030105
J. Winston
Abstract The French approach to the teaching of theatre is established on the principle of an actor‐teacher partnership in the classroom, known as the partenariat. Interest in such approaches to the use of artists in schools is growing internationally. This article was researched over a week in the summer of 1997 in the Montpellier region. It describes how the current system in France grew from a number of local initiatives before being formalised at national and regional levels. The underlying principles of the system are discussed from the French perspective, as are details concerning the organisation, administration and financing of the partenariat. The strengths and weaknesses of the system are considered, again from a French perspective, and the article concludes with some reflections offered by the author from the UK, attempting to understand our differences from the French and also to value them.
{"title":"In France They Do Things Differently: the actor‐‐teacher partnership in the French school system","authors":"J. Winston","doi":"10.1080/1356978980030105","DOIUrl":"https://doi.org/10.1080/1356978980030105","url":null,"abstract":"Abstract The French approach to the teaching of theatre is established on the principle of an actor‐teacher partnership in the classroom, known as the partenariat. Interest in such approaches to the use of artists in schools is growing internationally. This article was researched over a week in the summer of 1997 in the Montpellier region. It describes how the current system in France grew from a number of local initiatives before being formalised at national and regional levels. The underlying principles of the system are discussed from the French perspective, as are details concerning the organisation, administration and financing of the partenariat. The strengths and weaknesses of the system are considered, again from a French perspective, and the article concludes with some reflections offered by the author from the UK, attempting to understand our differences from the French and also to value them.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"1 1","pages":"45-53"},"PeriodicalIF":0.6,"publicationDate":"1998-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88197520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-03-01DOI: 10.1080/1356978980030109
Mangeni Patrick Wa'ndeda
{"title":"Change in Two Hours: Theatre for Development with school children in Kampala","authors":"Mangeni Patrick Wa'ndeda","doi":"10.1080/1356978980030109","DOIUrl":"https://doi.org/10.1080/1356978980030109","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"16 1","pages":"93-96"},"PeriodicalIF":0.6,"publicationDate":"1998-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84520065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-03-01DOI: 10.1080/1356978980030103
A. Bury, K. Popple, J. Barker
The focus of this article is a discussion of children's understandings of a TIHE project on child protection. The authors will pose questions about ways in which childhood and child abuse have been socially constructed. They argue that children are frequently perceived as passive recipients of knowledge and as invalid and incompetent actors. Further, the growth of societal concern for child abuse can be seen as a result of adults increasing surveillance and control of children. The article then explores the implications these constructions have for researching children and TIHE projects. The findings from interviews with children substantiate these critiques in that children are able to articulate clearly, given their unequal status and the problems they saw in protecting themselves and their understandings of the project.
{"title":"You've Got to Think Really Hard: children making sense of the aims and content of Theatre in Health Education","authors":"A. Bury, K. Popple, J. Barker","doi":"10.1080/1356978980030103","DOIUrl":"https://doi.org/10.1080/1356978980030103","url":null,"abstract":"The focus of this article is a discussion of children's understandings of a TIHE project on child protection. The authors will pose questions about ways in which childhood and child abuse have been socially constructed. They argue that children are frequently perceived as passive recipients of knowledge and as invalid and incompetent actors. Further, the growth of societal concern for child abuse can be seen as a result of adults increasing surveillance and control of children. The article then explores the implications these constructions have for researching children and TIHE projects. The findings from interviews with children substantiate these critiques in that children are able to articulate clearly, given their unequal status and the problems they saw in protecting themselves and their understandings of the project.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"22 1","pages":"13-27"},"PeriodicalIF":0.6,"publicationDate":"1998-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88765129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-03-01DOI: 10.1080/1356978980030111
S. Mackey
{"title":"Showcase: British Council meets Edinburgh Festival","authors":"S. Mackey","doi":"10.1080/1356978980030111","DOIUrl":"https://doi.org/10.1080/1356978980030111","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"21 1","pages":"100-103"},"PeriodicalIF":0.6,"publicationDate":"1998-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83560662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-03-01DOI: 10.1080/1356978980030106
J. Dunn
Although child-structured dramatic play is widely recognised as being important for the younger child, few opportunities are provided for the middle to upper primary school child to enjoy the benefits of this form of drama. Child-structured play spaces are generally only found within pre-primary and infants classrooms, and yet this form of dramatic experience enables the child to generate meanings which are far more individual than those emerging from more structured dramatic experiences such as process drama. The collective nature of process drama limits the individual's opportunity to be playful in their use of form and content. Playfulness is restricted by the structures imposed by the cooperative nature of the medium. However, these very structures and the collective nature of process drama are a key part of its strength and value to the learner. As well, the involvement of the teacher is of key importance in elevating the artistry of the work. How, then, can the gap between child-structured dramatic play and process drama be bridged, in order to gain the most from each? This article outlines a number of options which provide opportunities for children to work in both structured and unstructured contexts, with small group play being used before, during and alongside ongoing process drama units.
{"title":"‘This Time I'll be the Golden Bird’: a call for more child‐structured dramatic play","authors":"J. Dunn","doi":"10.1080/1356978980030106","DOIUrl":"https://doi.org/10.1080/1356978980030106","url":null,"abstract":"Although child-structured dramatic play is widely recognised as being important for the younger child, few opportunities are provided for the middle to upper primary school child to enjoy the benefits of this form of drama. Child-structured play spaces are generally only found within pre-primary and infants classrooms, and yet this form of dramatic experience enables the child to generate meanings which are far more individual than those emerging from more structured dramatic experiences such as process drama. The collective nature of process drama limits the individual's opportunity to be playful in their use of form and content. Playfulness is restricted by the structures imposed by the cooperative nature of the medium. However, these very structures and the collective nature of process drama are a key part of its strength and value to the learner. As well, the involvement of the teacher is of key importance in elevating the artistry of the work. How, then, can the gap between child-structured dramatic play and process drama be bridged, in order to gain the most from each? This article outlines a number of options which provide opportunities for children to work in both structured and unstructured contexts, with small group play being used before, during and alongside ongoing process drama units.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"10 1","pages":"55-66"},"PeriodicalIF":0.6,"publicationDate":"1998-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76958493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-03-01DOI: 10.1080/1356978980030107
Baz Kershaw
Abstract In a postmodern world, hope is a disease which afflicts individuals who dare to search for a pluralistic future that does not rest entirely on pragmatism and moral relativism, a future that might have something to say about a proliferation of freedom, justice and equality. This article addresses the question of what theatre and drama might best do in the present, if not to induce an immediate epidemic, then at least to produce a growing number of carriers of hope. It argues that radicalism is likely to provide the most contagious type of ideological bug, and so searches for the communal and individual sources of radicalism in theatre and drama practices. It suggests that these may be identified most clearly in places where the disease is most threatened by eradication, for example, in prisons, among schoolchildren, wherever dictators flourish. It lays claim to being part of a wider pathology through its underlying commitment to democracy as a political process which, though often discredited, pot...
{"title":"Pathologies of Hope in Drama and Theatre","authors":"Baz Kershaw","doi":"10.1080/1356978980030107","DOIUrl":"https://doi.org/10.1080/1356978980030107","url":null,"abstract":"Abstract In a postmodern world, hope is a disease which afflicts individuals who dare to search for a pluralistic future that does not rest entirely on pragmatism and moral relativism, a future that might have something to say about a proliferation of freedom, justice and equality. This article addresses the question of what theatre and drama might best do in the present, if not to induce an immediate epidemic, then at least to produce a growing number of carriers of hope. It argues that radicalism is likely to provide the most contagious type of ideological bug, and so searches for the communal and individual sources of radicalism in theatre and drama practices. It suggests that these may be identified most clearly in places where the disease is most threatened by eradication, for example, in prisons, among schoolchildren, wherever dictators flourish. It lays claim to being part of a wider pathology through its underlying commitment to democracy as a political process which, though often discredited, pot...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"25 1","pages":"67-83"},"PeriodicalIF":0.6,"publicationDate":"1998-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91365240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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