Pub Date : 2020-04-02DOI: 10.1080/15411796.2020.1728170
Zosia Kocznur, J. Pretorius
Abstract After learning about Frank Sinatra’s life, the first author sensed the need to study him in depth. Sinatra played many roles during his lifetime, the most significant of these as an actor, singer, and producer. Sinatra was one of the greatest influential artists in the 20th century. The first author sought personal and professional growth and development by learning from his work and life and using his life-giving positive qualities in her life. The academic framework of this study was the method of Appreciative Inquiry. The 5 D cycle of Appreciative Inquiry was applied as the structural and scientific groundwork of the study. The first author identified 4 positive themes from traveling to places of interest and from conducting a workshop: Sinatra persevered to accomplish his dreams and passions despite his setbacks; Sinatra had a no-nonsense, confident, dedicated, and spontaneous approach toward his life and work; Sinatra was sensitive and dynamic toward the unremitting changes in the world and his life; and Sinatra believed in himself and kept his own personalized manner of doing things.
{"title":"A Personal and Professional Appreciation of Frank Sinatra’s Life","authors":"Zosia Kocznur, J. Pretorius","doi":"10.1080/15411796.2020.1728170","DOIUrl":"https://doi.org/10.1080/15411796.2020.1728170","url":null,"abstract":"Abstract After learning about Frank Sinatra’s life, the first author sensed the need to study him in depth. Sinatra played many roles during his lifetime, the most significant of these as an actor, singer, and producer. Sinatra was one of the greatest influential artists in the 20th century. The first author sought personal and professional growth and development by learning from his work and life and using his life-giving positive qualities in her life. The academic framework of this study was the method of Appreciative Inquiry. The 5 D cycle of Appreciative Inquiry was applied as the structural and scientific groundwork of the study. The first author identified 4 positive themes from traveling to places of interest and from conducting a workshop: Sinatra persevered to accomplish his dreams and passions despite his setbacks; Sinatra had a no-nonsense, confident, dedicated, and spontaneous approach toward his life and work; Sinatra was sensitive and dynamic toward the unremitting changes in the world and his life; and Sinatra believed in himself and kept his own personalized manner of doing things.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"18 1","pages":"1 - 20"},"PeriodicalIF":0.2,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2020.1728170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41782692","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 : 2020-04-02DOI: 10.1080/15411796.2020.1800326
Ronica Reddick, Daniel Smith
Abstract In this article, we present a case study review of an educational, semi-collaborative role-playing game designed to provide participants the opportunity to practice soft skills identified by industry leaders as vital to one’s success in the business sector. We discuss the successes of using theatre techniques as a gymnasium for social emotional learning outside of the context of theatre making and outline best practices for this pedagogical approach.
{"title":"Celebrity House Party, or the Networking Role-Playing Game: Using Theatre as a Tool to Increase Social Emotional Learning in Adults with a Focus on Building Success in the Business Sector","authors":"Ronica Reddick, Daniel Smith","doi":"10.1080/15411796.2020.1800326","DOIUrl":"https://doi.org/10.1080/15411796.2020.1800326","url":null,"abstract":"Abstract In this article, we present a case study review of an educational, semi-collaborative role-playing game designed to provide participants the opportunity to practice soft skills identified by industry leaders as vital to one’s success in the business sector. We discuss the successes of using theatre techniques as a gymnasium for social emotional learning outside of the context of theatre making and outline best practices for this pedagogical approach.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"18 1","pages":"45 - 78"},"PeriodicalIF":0.2,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2020.1800326","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46768517","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 : 2020-04-01DOI: 10.1080/15411796.2020.1728172
N. Ackerman
Abstract When using theatre as an educational tool many artist teachers spend unnecessary time on the artistic product, and forget that the transformational process is where the focus should be.
当把戏剧作为一种教育工具时，许多艺术教师在艺术产品上花费了不必要的时间，而忘记了转换过程才是重点。
{"title":"Step Up, Step In, Step Out of Your Comfort Zone: A Celebration of Imperfection and an Invitation to Change","authors":"N. Ackerman","doi":"10.1080/15411796.2020.1728172","DOIUrl":"https://doi.org/10.1080/15411796.2020.1728172","url":null,"abstract":"Abstract When using theatre as an educational tool many artist teachers spend unnecessary time on the artistic product, and forget that the transformational process is where the focus should be.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"18 1","pages":"28 - 36"},"PeriodicalIF":0.2,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2020.1728172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46805714","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 : 2019-10-02DOI: 10.1080/15411796.2019.1680236
Qianyi Gao, Anna H. Hall
ABSTRACT Preschool is a critical period for children. They need to develop a variety of skills (e.g., social and emotional skills, cognitive skills, motor skills) that are important for their development between the ages of 3 and 5. Dramatic play provides children with safe environments that allow them to learn and practice those important skills as it fully engages children intellectually, emotionally, physically, verbally, and socially. Strategies for teachers and an example for organizing dramatic play in preschool classrooms are offered.
{"title":"Supporting Preschool Children's Learning Through Dramatic Play","authors":"Qianyi Gao, Anna H. Hall","doi":"10.1080/15411796.2019.1680236","DOIUrl":"https://doi.org/10.1080/15411796.2019.1680236","url":null,"abstract":"ABSTRACT Preschool is a critical period for children. They need to develop a variety of skills (e.g., social and emotional skills, cognitive skills, motor skills) that are important for their development between the ages of 3 and 5. Dramatic play provides children with safe environments that allow them to learn and practice those important skills as it fully engages children intellectually, emotionally, physically, verbally, and socially. Strategies for teachers and an example for organizing dramatic play in preschool classrooms are offered.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"17 1","pages":"103 - 105"},"PeriodicalIF":0.2,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2019.1680236","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43486545","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 : 2019-10-02DOI: 10.1080/15411796.2019.1680230
Anamarija Bukovec, Robert Potočnik
ABSTRACT Because drawing with a pencil is a basic but often ignored or underestimated rendering skill, we offered a didactic aid—the teaching artist's monochrome picture book—to elementary school third graders for their visual art classes (N = 25, between 8 and 9 years of age). On the basis of the created works of visual art and the transcribed interviews with them, we checked the participating students' responses to the monochromatic graphite technique. This research shows that the graphite technique attracts the students and upgrades their knowledge of visual art concepts.
{"title":"Elementary School Student's Attitudes on Teaching Artist' Monochrome Picture Book Without Text and Graphite Technique","authors":"Anamarija Bukovec, Robert Potočnik","doi":"10.1080/15411796.2019.1680230","DOIUrl":"https://doi.org/10.1080/15411796.2019.1680230","url":null,"abstract":"ABSTRACT Because drawing with a pencil is a basic but often ignored or underestimated rendering skill, we offered a didactic aid—the teaching artist's monochrome picture book—to elementary school third graders for their visual art classes (N = 25, between 8 and 9 years of age). On the basis of the created works of visual art and the transcribed interviews with them, we checked the participating students' responses to the monochromatic graphite technique. This research shows that the graphite technique attracts the students and upgrades their knowledge of visual art concepts.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"17 1","pages":"102 - 86"},"PeriodicalIF":0.2,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2019.1680230","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49449668","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 : 2019-10-02DOI: 10.1080/15411796.2019.1680237
Tatiana Chemi
ABSTRACT In this article, I look at the teaching artist practice that emerges in the partnerships between professional artists and school institutions. The cultural context is Danish compulsory education. In this case, the Culture Laboratory hosted partnerships among diverse professionals and practitioners. I was curious about the role of professional artists in school projects. How do artists negotiate and construct their role in pedagogical tasks? How can educational partnerships contribute to the artists' own artistic development and creativity? My contribution is empirical and descriptive, with a focus on how firsthand data can portray the artist's experience within educational partnerships.
{"title":"Are You Coming Back Tomorrow? Artists' Multiple Voices in Artist/School Partnerships","authors":"Tatiana Chemi","doi":"10.1080/15411796.2019.1680237","DOIUrl":"https://doi.org/10.1080/15411796.2019.1680237","url":null,"abstract":"ABSTRACT In this article, I look at the teaching artist practice that emerges in the partnerships between professional artists and school institutions. The cultural context is Danish compulsory education. In this case, the Culture Laboratory hosted partnerships among diverse professionals and practitioners. I was curious about the role of professional artists in school projects. How do artists negotiate and construct their role in pedagogical tasks? How can educational partnerships contribute to the artists' own artistic development and creativity? My contribution is empirical and descriptive, with a focus on how firsthand data can portray the artist's experience within educational partnerships.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"17 1","pages":"106 - 118"},"PeriodicalIF":0.2,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2019.1680237","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43161652","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 : 2019-10-02DOI: 10.1080/15411796.2019.1668641
T. Nguyen
ABSTRACT Students in P-12 schools are losing access to the benefits of arts education. As more students identify as minority, the predominantly White teachers are not keeping pace to reflect students. Communities partner with nonprofit theatres, who staff programs with teaching artists. Teaching artists of color are necessary to reflect today's classrooms. This study focuses on how nonprofit theatre education departments can recruit and hire teaching artists of color. The method used was structured qualitative interviews focused on large regional theatres. The results demonstrate how organizations must prioritize diversity and expand diversity practices into recruitment and selection.
{"title":"Recruitment and Selection of Teaching Artists of Color in Nonprofit Theatre Arts Education","authors":"T. Nguyen","doi":"10.1080/15411796.2019.1668641","DOIUrl":"https://doi.org/10.1080/15411796.2019.1668641","url":null,"abstract":"ABSTRACT Students in P-12 schools are losing access to the benefits of arts education. As more students identify as minority, the predominantly White teachers are not keeping pace to reflect students. Communities partner with nonprofit theatres, who staff programs with teaching artists. Teaching artists of color are necessary to reflect today's classrooms. This study focuses on how nonprofit theatre education departments can recruit and hire teaching artists of color. The method used was structured qualitative interviews focused on large regional theatres. The results demonstrate how organizations must prioritize diversity and expand diversity practices into recruitment and selection.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"17 1","pages":"69 - 85"},"PeriodicalIF":0.2,"publicationDate":"2019-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2019.1668641","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41791740","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 : 2019-04-03DOI: 10.1080/15411796.2019.1595973
Denise McDonald, Rachel Vines
ABSTRACT Teacher- and student-generated sketches can spawn meaningful note-taking and instructional processes for enhancing learning and knowledge retention.
教师和学生生成的草图可以产生有意义的笔记和教学过程，以加强学习和知识保留。
{"title":"Flipping Advanced Organizers Into an Individualized Meaning-Making Learning Process Through Sketching","authors":"Denise McDonald, Rachel Vines","doi":"10.1080/15411796.2019.1595973","DOIUrl":"https://doi.org/10.1080/15411796.2019.1595973","url":null,"abstract":"ABSTRACT Teacher- and student-generated sketches can spawn meaningful note-taking and instructional processes for enhancing learning and knowledge retention.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"17 1","pages":"51 - 61"},"PeriodicalIF":0.2,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2019.1595973","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42116790","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 : 2019-04-03DOI: 10.1080/15411796.2019.1595969
Heather Trommer-Beardslee, A. Dasen, Wiline M. Pangle, Jay C. Batzner
ABSTRACT In 2016, professors representing Biology, Dance, Music, and Theatre and dance program students created Dunes, a performance piece that depicts the ecological succession of Michigan's sand dunes. The process used to make this work is a direct representation of the steps that Team Hyena Puppet, a collective of teaching artists and scientists, takes in their science-based art collaborations, which are used to reflect on and depict scientific research and simultaneously teach student participants and audience members science through the performing arts.
{"title":"Team Hyena Puppet: An Interdisciplinary Approach to Making and Teaching Science Through Art","authors":"Heather Trommer-Beardslee, A. Dasen, Wiline M. Pangle, Jay C. Batzner","doi":"10.1080/15411796.2019.1595969","DOIUrl":"https://doi.org/10.1080/15411796.2019.1595969","url":null,"abstract":"ABSTRACT In 2016, professors representing Biology, Dance, Music, and Theatre and dance program students created Dunes, a performance piece that depicts the ecological succession of Michigan's sand dunes. The process used to make this work is a direct representation of the steps that Team Hyena Puppet, a collective of teaching artists and scientists, takes in their science-based art collaborations, which are used to reflect on and depict scientific research and simultaneously teach student participants and audience members science through the performing arts.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"17 1","pages":"45 - 50"},"PeriodicalIF":0.2,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2019.1595969","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43032837","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 : 2019-04-03DOI: 10.1080/15411796.2019.1595968
Ken Mizusawa
ABSTRACT In this article, I outline and theorize about a series of three lessons on playwriting I conducted in a secondary English Literature classroom in Singapore using drama improvisation strategies that I name drama-based playwriting, or DBP. I advance the argument that this genre of creative writing is best taught through the medium of drama so as to sensitize students to the demands of the art form that are not normally made apparent through traditional literary analysis. After all, drama has a dual life on the printed page and the theatrical stage.
{"title":"Drama-Based Playwriting: Teaching Playwriting Through Drama in the English Literature Classroom","authors":"Ken Mizusawa","doi":"10.1080/15411796.2019.1595968","DOIUrl":"https://doi.org/10.1080/15411796.2019.1595968","url":null,"abstract":"ABSTRACT In this article, I outline and theorize about a series of three lessons on playwriting I conducted in a secondary English Literature classroom in Singapore using drama improvisation strategies that I name drama-based playwriting, or DBP. I advance the argument that this genre of creative writing is best taught through the medium of drama so as to sensitize students to the demands of the art form that are not normally made apparent through traditional literary analysis. After all, drama has a dual life on the printed page and the theatrical stage.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"17 1","pages":"10 - 3"},"PeriodicalIF":0.2,"publicationDate":"2019-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2019.1595968","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48631018","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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