Pub Date : 2018-10-02DOI: 10.1080/15411796.2018.1530521
Katrina Carter
ABSTRACT Dr. Katrina Carter shares some of the challenges and successes she encountered when incorporating Audio Description (AD) into an undergraduate circus module in the UK, for the first time. She demonstrates how, by considering diverse audiences, access tools can enhance the creative process for the artists themselves. Forcing them to question what, how and why they make specific choices can facilitate a deeper understanding of their own story-telling. On completion, the finished works then have the potential to be received more fully, by diverse audiences.
{"title":"Exposing the Implicit: AD for Aerial Action, Identity, and Storytelling","authors":"Katrina Carter","doi":"10.1080/15411796.2018.1530521","DOIUrl":"https://doi.org/10.1080/15411796.2018.1530521","url":null,"abstract":"ABSTRACT Dr. Katrina Carter shares some of the challenges and successes she encountered when incorporating Audio Description (AD) into an undergraduate circus module in the UK, for the first time. She demonstrates how, by considering diverse audiences, access tools can enhance the creative process for the artists themselves. Forcing them to question what, how and why they make specific choices can facilitate a deeper understanding of their own story-telling. On completion, the finished works then have the potential to be received more fully, by diverse audiences.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"16 1","pages":"106 - 113"},"PeriodicalIF":0.2,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2018.1530521","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47747905","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 : 2018-10-02DOI: 10.1080/15411796.2018.1535681
Micaela Blei
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Pub Date : 2018-10-02DOI: 10.1080/15411796.2018.1535651
N. Greenberg
ABSTRACT A meditation from a storytelling teacher on my attempts to construct rules and guidelines for my work. This semi-narrative internal dialogue attempts to explore both the ways in which my identity shapes a learning environment and the ways I can create structures in my teaching practice that undermine the structural imbalance of our society.
{"title":"The Health of the Story","authors":"N. Greenberg","doi":"10.1080/15411796.2018.1535651","DOIUrl":"https://doi.org/10.1080/15411796.2018.1535651","url":null,"abstract":"ABSTRACT A meditation from a storytelling teacher on my attempts to construct rules and guidelines for my work. This semi-narrative internal dialogue attempts to explore both the ways in which my identity shapes a learning environment and the ways I can create structures in my teaching practice that undermine the structural imbalance of our society.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"16 1","pages":"114 - 116"},"PeriodicalIF":0.2,"publicationDate":"2018-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2018.1535651","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46608971","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 : 2018-04-03DOI: 10.1080/15411796.2018.1470389
Kate Sheridan
ABSTRACT As I began my first year of graduate school - admittedly, a shaky start of my own - a group of my former students began to struggle with their transition to high school. Upon hearing this from my friend, colleague, and their current theatre teacher (who I will call Ms. M), I developed a workshop curriculum focused upon health for the artist to facilitate for her company. Both the development of this curriculum and the facilitation of the workshop itself brought on an incredibly cathartic reflection of my own journey towards prioritizing health as an artist. This is the product of that, with the workshop materials I created interspersed for anyone who may wish to recreate a similar experience for their company - said Ms. M afterwards: “This should be taught every year to every high school and college theatre company - it is just SO important.” I hope you feel the same!
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Pub Date : 2018-04-03DOI: 10.1080/15411796.2018.1470377
Antonio Bukhar Ssebuuma, Rosemary Martin
ABSTRACT This article critically explores two dance educators' reflections of difference in dance learning and teaching. We pose the question, How as educators might we facilitate and view difference? What have we learned in our teaching practices that aims to celebrate difference? Through the sharing of narratives and reflections about our experiences of teaching dance to a diversity of students in learning events, we realize the importance of addressing a class as a community of different individual stories and realities while acknowledging commonalities that lie within the difference.
{"title":"Difference in Dancing: Two Dance Educators Reflect on Difference in the Dance Studio","authors":"Antonio Bukhar Ssebuuma, Rosemary Martin","doi":"10.1080/15411796.2018.1470377","DOIUrl":"https://doi.org/10.1080/15411796.2018.1470377","url":null,"abstract":"ABSTRACT This article critically explores two dance educators' reflections of difference in dance learning and teaching. We pose the question, How as educators might we facilitate and view difference? What have we learned in our teaching practices that aims to celebrate difference? Through the sharing of narratives and reflections about our experiences of teaching dance to a diversity of students in learning events, we realize the importance of addressing a class as a community of different individual stories and realities while acknowledging commonalities that lie within the difference.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"16 1","pages":"19 - 29"},"PeriodicalIF":0.2,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2018.1470377","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47123012","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 : 2018-04-03DOI: 10.1080/15411796.2018.1470390
Jonathan P. Jones
ABSTRACT Social change develops over time, but it begins with individual and collective actions by real people. In the current American atmosphere of resistance, activism, and art-ivism, what are the tools that artists can employ to motivate audience members to act? This article illuminates the call to action, an essential element of persuasive speaking and writing, and relates it to theatre performance tracking effective practices and encouraging further development of this approach. An effective call to action is clear and direct, has the audience act quickly, lowers barriers to action, focuses on benefits for the audience, and is customized for each person. In theatre performance, it is customary for theatre artists to pose problems—and through this article, I urge the artist to go a step further by engaging in direct and specific calls to action.
{"title":"Call to Action: Elevating Activism in Performance","authors":"Jonathan P. Jones","doi":"10.1080/15411796.2018.1470390","DOIUrl":"https://doi.org/10.1080/15411796.2018.1470390","url":null,"abstract":"ABSTRACT Social change develops over time, but it begins with individual and collective actions by real people. In the current American atmosphere of resistance, activism, and art-ivism, what are the tools that artists can employ to motivate audience members to act? This article illuminates the call to action, an essential element of persuasive speaking and writing, and relates it to theatre performance tracking effective practices and encouraging further development of this approach. An effective call to action is clear and direct, has the audience act quickly, lowers barriers to action, focuses on benefits for the audience, and is customized for each person. In theatre performance, it is customary for theatre artists to pose problems—and through this article, I urge the artist to go a step further by engaging in direct and specific calls to action.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"16 1","pages":"52 - 60"},"PeriodicalIF":0.2,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2018.1470390","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42091714","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 : 2018-04-03DOI: 10.1080/15411796.2018.1476243
Adam Odsess-Rubin
ABSTRACT This article demonstrates the therapeutic benefits of storytelling and testimony through qualitative interviews with HIV+ Black gay men in Jackson, Mississippi, in 2017. Sponsored by Project + Connect, a story preservation nonprofit based in New York, the research trip was inspired by a New York Times article claiming that 50% of all gay Black men in the South will contract HIV in their lifetimes. Analyzing the personal narratives of the study's participants against the political and historical contexts of racism and homophobia in the deep South, the researcher argues for the strengthening of the HIV/AIDS movement through storytelling, providing a pathway for theater teaching artists to use their skills to facilitate social change.
{"title":"Won't Fade Away: Intersections of Narrative and HIV and AIDS Activism in Jackson, Mississippi","authors":"Adam Odsess-Rubin","doi":"10.1080/15411796.2018.1476243","DOIUrl":"https://doi.org/10.1080/15411796.2018.1476243","url":null,"abstract":"ABSTRACT This article demonstrates the therapeutic benefits of storytelling and testimony through qualitative interviews with HIV+ Black gay men in Jackson, Mississippi, in 2017. Sponsored by Project + Connect, a story preservation nonprofit based in New York, the research trip was inspired by a New York Times article claiming that 50% of all gay Black men in the South will contract HIV in their lifetimes. Analyzing the personal narratives of the study's participants against the political and historical contexts of racism and homophobia in the deep South, the researcher argues for the strengthening of the HIV/AIDS movement through storytelling, providing a pathway for theater teaching artists to use their skills to facilitate social change.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"16 1","pages":"65 - 77"},"PeriodicalIF":0.2,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2018.1476243","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46670779","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 : 2018-04-03DOI: 10.1080/15411796.2018.1470391
Lodi McClellan
ABSTRACT Professor Wade Madsen has been teaching at Cornish College of the Arts since 1985. This article serves as a window into his educational approach to teaching advanced choreography.
{"title":"Wade Madsen: Teaching Choreography","authors":"Lodi McClellan","doi":"10.1080/15411796.2018.1470391","DOIUrl":"https://doi.org/10.1080/15411796.2018.1470391","url":null,"abstract":"ABSTRACT Professor Wade Madsen has been teaching at Cornish College of the Arts since 1985. This article serves as a window into his educational approach to teaching advanced choreography.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"16 1","pages":"61 - 64"},"PeriodicalIF":0.2,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2018.1470391","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41784396","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 : 2018-04-03DOI: 10.1080/15411796.2018.1470376
Julie Bernstein Engelmann, A. Kappel, Kelli Jo Kerry-Moran
ABSTRACT How can artist residencies for preservice teachers plant seeds for future classrooms? Teacher educators and a teaching artist describe a two-tiered residency in an early childhood and special education program that transformed preservice teachers' attitudes toward visual art and arts integration. Findings are based on teaching artist and instructor reflections as well as a qualitative analysis of student journal entries. Preservice teachers who had no prior art training and were resistant toward abstract painting began to enjoy it and appreciate the value of art for children's learning. They came to recognize visual art as a tool to support social development and children with special needs, understood the importance of process in children's art experiences, and considered ways to integrate art throughout the curriculum. We urge teacher educators and teaching artists to incorporate artist residencies into teacher education programs to prepare future teachers to integrate the arts into the classrooms of tomorrow.
{"title":"Moving Fiercely Linear Preservice Teachers into the Joys of Integrating Art in the Classroom: An Artist Residency in a University Early Childhood and Special Education Program","authors":"Julie Bernstein Engelmann, A. Kappel, Kelli Jo Kerry-Moran","doi":"10.1080/15411796.2018.1470376","DOIUrl":"https://doi.org/10.1080/15411796.2018.1470376","url":null,"abstract":"ABSTRACT How can artist residencies for preservice teachers plant seeds for future classrooms? Teacher educators and a teaching artist describe a two-tiered residency in an early childhood and special education program that transformed preservice teachers' attitudes toward visual art and arts integration. Findings are based on teaching artist and instructor reflections as well as a qualitative analysis of student journal entries. Preservice teachers who had no prior art training and were resistant toward abstract painting began to enjoy it and appreciate the value of art for children's learning. They came to recognize visual art as a tool to support social development and children with special needs, understood the importance of process in children's art experiences, and considered ways to integrate art throughout the curriculum. We urge teacher educators and teaching artists to incorporate artist residencies into teacher education programs to prepare future teachers to integrate the arts into the classrooms of tomorrow.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"16 1","pages":"18 - 5"},"PeriodicalIF":0.2,"publicationDate":"2018-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2018.1470376","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43393665","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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