Pub Date : 2024-03-25DOI: 10.1080/15411796.2024.2318497
Dermot Daly
Focalised through the rehearsal process of a reading of At What A Price by the Black British playwright Una Marson, this article looks to create awareness of this particular work and that of other ...
本文以英国黑人剧作家乌娜-马森（Una Marson）的作品《代价不菲》（At What A Price）的排练过程为重点，希望引起人们对这部作品以及其他作品的关注。
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Pub Date : 2023-04-10DOI: 10.1080/15411796.2023.2188860
Cordelia Driussi
Abstract Classroom evaluations are implemented with the best of intentions – to measure student satisfaction in the classroom. However, survey questions do not always apply to the learning environment, especially in nontraditional classrooms. We want to improve our craft as teachers and as facilitators, but we lose the chance to critically reflect on our practice when our participants do not feel that they can give constructive feedback because of the risk that a less-than-stellar review could jeopardize whether the class is even continued in future years. Is there another way to gather informal feedback from students or participants on a regular basis to build a collaborative and artistic community in our learning spaces? This article introduces student-generated drawings as a tool for teachers in all subject areas, for casual check-ins, general information gathering, and in-depth explorations of student experiences and opinions. Over 1,000 drawings were collected and analyzed to investigate the advantages of this approach in arts-based learning environments.
{"title":"Arts-Based Classroom Evaluation: Impact Assessment Through Student Drawings","authors":"Cordelia Driussi","doi":"10.1080/15411796.2023.2188860","DOIUrl":"https://doi.org/10.1080/15411796.2023.2188860","url":null,"abstract":"Abstract Classroom evaluations are implemented with the best of intentions – to measure student satisfaction in the classroom. However, survey questions do not always apply to the learning environment, especially in nontraditional classrooms. We want to improve our craft as teachers and as facilitators, but we lose the chance to critically reflect on our practice when our participants do not feel that they can give constructive feedback because of the risk that a less-than-stellar review could jeopardize whether the class is even continued in future years. Is there another way to gather informal feedback from students or participants on a regular basis to build a collaborative and artistic community in our learning spaces? This article introduces student-generated drawings as a tool for teachers in all subject areas, for casual check-ins, general information gathering, and in-depth explorations of student experiences and opinions. Over 1,000 drawings were collected and analyzed to investigate the advantages of this approach in arts-based learning environments.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47365412","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 : 2023-03-21DOI: 10.1080/15411796.2023.2175170
Daniel C. Kenner
Abstract In the spring of 2022, six caregivers, defined in the loosest of parameters as one who is providing or has provided care for an ill individual, participated in a five-week residency that utilized storytelling as a processing tool to cope with the demands of caregiving. To balance the importance of remaining grateful in the present with preserving the past, caregivers shared stories that left them open to heartache, but also to great joy and deep and meaningful connection. Each 75-minute session found the Community in Dialogue as caregivers opined on thought-provoking questions that directly scaffolded into the weekly Write/Share. The resulting shares improved and restored individual and relationship narratives and provided aesthetic distance to reflect on guilt, burnout, and disappointment from support systems. Inspired by love, memory, and self-discovery, caregivers shared with sincerity and empowerment, and built for themselves troves of accessible joy. At the end of the residency, caregivers self-reported not only that they were more prepared for uncertainty and able to appreciate the meaningful work they had accomplished to make their loved ones comfortable, but that they also felt their loved ones’ true essences with less effort. Each participant gained perspective and empathy, felt heard and understood, and became an integral part of what has proved to be a lasting caregiver community.
{"title":"Accessible Joy: Storytelling as a Processing Tool to Cope with the Demands of Caregiving","authors":"Daniel C. Kenner","doi":"10.1080/15411796.2023.2175170","DOIUrl":"https://doi.org/10.1080/15411796.2023.2175170","url":null,"abstract":"Abstract In the spring of 2022, six caregivers, defined in the loosest of parameters as one who is providing or has provided care for an ill individual, participated in a five-week residency that utilized storytelling as a processing tool to cope with the demands of caregiving. To balance the importance of remaining grateful in the present with preserving the past, caregivers shared stories that left them open to heartache, but also to great joy and deep and meaningful connection. Each 75-minute session found the Community in Dialogue as caregivers opined on thought-provoking questions that directly scaffolded into the weekly Write/Share. The resulting shares improved and restored individual and relationship narratives and provided aesthetic distance to reflect on guilt, burnout, and disappointment from support systems. Inspired by love, memory, and self-discovery, caregivers shared with sincerity and empowerment, and built for themselves troves of accessible joy. At the end of the residency, caregivers self-reported not only that they were more prepared for uncertainty and able to appreciate the meaningful work they had accomplished to make their loved ones comfortable, but that they also felt their loved ones’ true essences with less effort. Each participant gained perspective and empathy, felt heard and understood, and became an integral part of what has proved to be a lasting caregiver community.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"1 1","pages":""},"PeriodicalIF":0.2,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43346848","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 : 2022-03-10DOI: 10.1080/15411796.2021.2017778
Maggie Leysath
Abstract Safety protocols for COVID-19 necessitated changes to this action research project. This article describes the theoretical framework of Community-Based Art Education for providing Service-Learning in an art education preparation program during the global pandemic. Art education students joined the local Boys & Girls Club (BGC) and a local community arts center to explore the idea of social justice and intercultural harmony by creating a mural through completely remote means. Eight art education students mentored eight BGC youth during weekly Zoom sessions to complete the 16-panel mural. Participants expressed their perceptions about different aspects of the project during focus group interviews. The installation of the mural in the local library was covered by local media as children and mentors presented the final project.
{"title":"Spotlight on Reciprocity in Service-Learning","authors":"Maggie Leysath","doi":"10.1080/15411796.2021.2017778","DOIUrl":"https://doi.org/10.1080/15411796.2021.2017778","url":null,"abstract":"Abstract Safety protocols for COVID-19 necessitated changes to this action research project. This article describes the theoretical framework of Community-Based Art Education for providing Service-Learning in an art education preparation program during the global pandemic. Art education students joined the local Boys & Girls Club (BGC) and a local community arts center to explore the idea of social justice and intercultural harmony by creating a mural through completely remote means. Eight art education students mentored eight BGC youth during weekly Zoom sessions to complete the 16-panel mural. Participants expressed their perceptions about different aspects of the project during focus group interviews. The installation of the mural in the local library was covered by local media as children and mentors presented the final project.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"19 1","pages":"99 - 114"},"PeriodicalIF":0.2,"publicationDate":"2022-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42106556","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 : 2021-10-20DOI: 10.1080/15411796.2021.1972766
A. Garrod, Andrew Nalani
Abstract In this article, we discuss theater productions we mounted in the Marshall Islands as a case example of how the theatrical process, shaped by “polycultural” inclinations, contributes to the personal development of youth in the Marshall Islands. We contextualize and detail a unique theatrical process that has potential for fostering youths’ personal and collective competencies in a troubled context. By taking on another character, the youth actors extend their perceptions of who they are and what they are capable of and, in the process, they reinterpret the text that is their own life.
{"title":"“Be Not Afeard, the Isle Is Full of Noises”: Expanding Youths’ Aspirations Through Shakespeare and Musical Productions in the Marshall Islands","authors":"A. Garrod, Andrew Nalani","doi":"10.1080/15411796.2021.1972766","DOIUrl":"https://doi.org/10.1080/15411796.2021.1972766","url":null,"abstract":"Abstract In this article, we discuss theater productions we mounted in the Marshall Islands as a case example of how the theatrical process, shaped by “polycultural” inclinations, contributes to the personal development of youth in the Marshall Islands. We contextualize and detail a unique theatrical process that has potential for fostering youths’ personal and collective competencies in a troubled context. By taking on another character, the youth actors extend their perceptions of who they are and what they are capable of and, in the process, they reinterpret the text that is their own life.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"19 1","pages":"83 - 98"},"PeriodicalIF":0.2,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45898814","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 : 2021-10-19DOI: 10.1080/15411796.2021.1961085
Elizabeth Brendel Horn, Brittany Caine, Maria Cary, E. Freeman
Abstract This study analyzes “Act Out Justice” (AOJ), a youth theatre for social change initiative of Orlando Repertory Theatre and the University of Central Florida. Employing AOJ’s model of reflective collaborative inquiry (Horn et al., 2020), this article dramatizes the practice of responding to one’s own work. Through narrative and dialogical reflection, four leaders of AOJ identify four challenges within the 2018–2019 programming: “building relationships, identifying social justice topics, accessing prior knowledge, and determining the audience demographic” (Horn et al., 2020, p. 378). Using reflective collaborative inquiry, the authors solidify programmatic changes in response to these challenges. This article illustrates the evolution of Act Out Justice as it relates to other theatre for social change work with young people and explores new modes for dialoguing, reflecting, and making programmatic changes.
摘要本研究分析了奥兰多剧目剧院和中佛罗里达大学的一个青年社会变革剧院“表演正义”（AOJ）。本文采用AOJ的反思性合作探究模型（Horn et al.，2020），将回应自己工作的实践戏剧化。通过叙事和对话反思，AOJ的四位领导人确定了2018-2019年节目中的四个挑战：“建立关系、确定社会正义主题、获取先验知识和确定受众人口”（Horn et al.，2020，p.378）。通过反思性的合作调查，作者巩固了应对这些挑战的方案变革。这篇文章阐述了《正义行动》的演变，因为它与其他与年轻人有关的社会变革工作有关，并探索了对话、反思和进行方案变革的新模式。
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Pub Date : 2021-10-12DOI: 10.1080/15411796.2021.1972765
Renay Aumiller
Abstract This article aims to examine the integration of Students as Partners (SaP) in dance education. An SaP teaching framework has been embraced by academic educators from various disciplines to improve engaged learning. To encourage autonomy and choice making in their education, students can partner with faculty to design a dance curriculum. Qualitative evidence supports the claim that SaP can promote an experience of partnered reciprocity and balanced give and take of leadership, guidance, and support. In turn, SaP promotes equity and inclusion in dance education and, by proxy, the profession through relational diversity and a centering of the student experience.
{"title":"Decentering Power: Students as Partners in Dance Education","authors":"Renay Aumiller","doi":"10.1080/15411796.2021.1972765","DOIUrl":"https://doi.org/10.1080/15411796.2021.1972765","url":null,"abstract":"Abstract This article aims to examine the integration of Students as Partners (SaP) in dance education. An SaP teaching framework has been embraced by academic educators from various disciplines to improve engaged learning. To encourage autonomy and choice making in their education, students can partner with faculty to design a dance curriculum. Qualitative evidence supports the claim that SaP can promote an experience of partnered reciprocity and balanced give and take of leadership, guidance, and support. In turn, SaP promotes equity and inclusion in dance education and, by proxy, the profession through relational diversity and a centering of the student experience.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"19 1","pages":"49 - 66"},"PeriodicalIF":0.2,"publicationDate":"2021-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46631577","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 : 2021-08-18DOI: 10.1080/15411796.2021.1958220
Lisa M. Siciliano
Abstract At the beginning of the 2020 pandemic, I grew concerned and also curious about how theatre educators would transition theatre and drama instruction to an online platform. I began a research study interviewing theatre artists while they shifted their formerly in-person summer camps to virtual spaces. One of those instructors, Flannery, was initially hesitant to accept online learning, but through her experiences teaching camps and our conversations, she came to embrace Zoom, an online platform, for its strengths. Through this exploration, I, too, grew more confident that online platforms during this time could be an effective teaching, learning, and performance tool for theatre.
{"title":"Is Online Theatre Really Theatre?: Teaching and Researching During a Pandemic","authors":"Lisa M. Siciliano","doi":"10.1080/15411796.2021.1958220","DOIUrl":"https://doi.org/10.1080/15411796.2021.1958220","url":null,"abstract":"Abstract At the beginning of the 2020 pandemic, I grew concerned and also curious about how theatre educators would transition theatre and drama instruction to an online platform. I began a research study interviewing theatre artists while they shifted their formerly in-person summer camps to virtual spaces. One of those instructors, Flannery, was initially hesitant to accept online learning, but through her experiences teaching camps and our conversations, she came to embrace Zoom, an online platform, for its strengths. Through this exploration, I, too, grew more confident that online platforms during this time could be an effective teaching, learning, and performance tool for theatre.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"19 1","pages":"27 - 35"},"PeriodicalIF":0.2,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59917931","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 : 2021-08-10DOI: 10.1080/15411796.2021.1958334
Annika C. Speer
Abstract In 2020, a professor of gender, sexuality, and feminist studies at Middlebury College in the United States invited me as a visiting scholar-artist to help students stage the docudrama Jane : Abortion and the Underground. The mission: to both rethink normative constructs of gender, sexuality, and abortion and also to produce a play. Many students had no experience with GSFS or theatre. We staged two sold-out performances and recorded a focus group exploring how theatre shaped students’ learning about reproductive justice. This article addresses the pedagogical potential of incorporating theatre into the feminist studies classroom to deepen student engagement and learning.
{"title":"Incorporating Activist-Oriented Theatre Into the Feminist Studies Classroom","authors":"Annika C. Speer","doi":"10.1080/15411796.2021.1958334","DOIUrl":"https://doi.org/10.1080/15411796.2021.1958334","url":null,"abstract":"Abstract In 2020, a professor of gender, sexuality, and feminist studies at Middlebury College in the United States invited me as a visiting scholar-artist to help students stage the docudrama Jane : Abortion and the Underground. The mission: to both rethink normative constructs of gender, sexuality, and abortion and also to produce a play. Many students had no experience with GSFS or theatre. We staged two sold-out performances and recorded a focus group exploring how theatre shaped students’ learning about reproductive justice. This article addresses the pedagogical potential of incorporating theatre into the feminist studies classroom to deepen student engagement and learning.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"19 1","pages":"36 - 48"},"PeriodicalIF":0.2,"publicationDate":"2021-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41560533","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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