Pub Date : 2017-10-02DOI: 10.1080/15411796.2017.1386494
Rivka Rocchio
ABSTRACT In spite of the influx of articles on practitioner experience teaching in carceral settings, little has been written around the methodologies that best level the inherent inequity between practitioner and ensemble. This article seeks to respond to some of the questions and concerns around the balancing of power structures by describing the practice of using democratizing theatre-making practices. Rocchio argues that by centralizing some of these theatre-making practices, the uncomfortable divisions between visitor teacher and inside participants can be named; made transparent; and, eventually, dismantled.
{"title":"Theatre Across Prison Walls: Using Democratizing Theatre Methodologies to Subvert Carceral Control","authors":"Rivka Rocchio","doi":"10.1080/15411796.2017.1386494","DOIUrl":"https://doi.org/10.1080/15411796.2017.1386494","url":null,"abstract":"ABSTRACT In spite of the influx of articles on practitioner experience teaching in carceral settings, little has been written around the methodologies that best level the inherent inequity between practitioner and ensemble. This article seeks to respond to some of the questions and concerns around the balancing of power structures by describing the practice of using democratizing theatre-making practices. Rocchio argues that by centralizing some of these theatre-making practices, the uncomfortable divisions between visitor teacher and inside participants can be named; made transparent; and, eventually, dismantled.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"15 1","pages":"151 - 158"},"PeriodicalIF":0.2,"publicationDate":"2017-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2017.1386494","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44095824","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 : 2017-10-02DOI: 10.1080/15411796.2017.1386504
M. Telang, M. Starkman
ABSTRACT In March 2017, Meredith Starkman and Meghana Telang, in collaboration with Khula Aasman Trust, entered a women's jail in Mumbai, India, to facilitate a drama workshop focused on the foundations of theatre performance. This article records their experience and the hurdles they faced, from unwilling participants to the height of Mumbai's sweltering summer heat. More important, the piece chronicles the shifts that occurred in the minds of the facilitators, the participants, and the workshop itself.
{"title":"Sukoon: Drama and Discovery in an Indian Jail","authors":"M. Telang, M. Starkman","doi":"10.1080/15411796.2017.1386504","DOIUrl":"https://doi.org/10.1080/15411796.2017.1386504","url":null,"abstract":"ABSTRACT In March 2017, Meredith Starkman and Meghana Telang, in collaboration with Khula Aasman Trust, entered a women's jail in Mumbai, India, to facilitate a drama workshop focused on the foundations of theatre performance. This article records their experience and the hurdles they faced, from unwilling participants to the height of Mumbai's sweltering summer heat. More important, the piece chronicles the shifts that occurred in the minds of the facilitators, the participants, and the workshop itself.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"15 1","pages":"174 - 178"},"PeriodicalIF":0.2,"publicationDate":"2017-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2017.1386504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49465593","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 : 2017-10-02DOI: 10.1080/15411796.2017.1386050
Nicholas Fesette, Bruce Levitt
ABSTRACT The Phoenix Players Theatre Group was founded by incarcerated theatre artists located in a maximum-security prison with the aim of creating a space where they can be witnessed in order to initiate a process of personal, cultural, and sociopolitical transformation. This article integrates research from trauma theory with theatre and social justice studies, in addition to the archive of written material by the Phoenix Players themselves, to understand how practicing collaborative prison theatre to cope with traumatic experiences constitutes a pedagogy of self-narrating, self-teaching, and self-humanizing.
{"title":"Pedagogies of Self-Humanization: Collaborating to Engage Trauma in the Phoenix Players Theatre Group","authors":"Nicholas Fesette, Bruce Levitt","doi":"10.1080/15411796.2017.1386050","DOIUrl":"https://doi.org/10.1080/15411796.2017.1386050","url":null,"abstract":"ABSTRACT The Phoenix Players Theatre Group was founded by incarcerated theatre artists located in a maximum-security prison with the aim of creating a space where they can be witnessed in order to initiate a process of personal, cultural, and sociopolitical transformation. This article integrates research from trauma theory with theatre and social justice studies, in addition to the archive of written material by the Phoenix Players themselves, to understand how practicing collaborative prison theatre to cope with traumatic experiences constitutes a pedagogy of self-narrating, self-teaching, and self-humanizing.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"15 1","pages":"100 - 113"},"PeriodicalIF":0.2,"publicationDate":"2017-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2017.1386050","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45700020","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 : 2017-10-02DOI: 10.1080/15411796.2017.1386054
Mia Ruyter
ABSTRACT This essay urges artists who teach in jails and prisons to reflect on the ethics and responsibilities of working with incarcerated people, creating artwork, and engaging social justice issues. It draws on recent controversies surrounding artists who make artworks that address political issues but are perceived by some to be appropriating the suffering of others for personal gain. Teaching artists, the essay suggests, may want to give priority to their incarcerated students, refrain from making work that claims to represent those who are incarcerated, and instead focus their artwork on the ways in which their own experiences of teaching in prisons have transformed them personally.
{"title":"Ethical Tensions in Prison Art Education","authors":"Mia Ruyter","doi":"10.1080/15411796.2017.1386054","DOIUrl":"https://doi.org/10.1080/15411796.2017.1386054","url":null,"abstract":"ABSTRACT This essay urges artists who teach in jails and prisons to reflect on the ethics and responsibilities of working with incarcerated people, creating artwork, and engaging social justice issues. It draws on recent controversies surrounding artists who make artworks that address political issues but are perceived by some to be appropriating the suffering of others for personal gain. Teaching artists, the essay suggests, may want to give priority to their incarcerated students, refrain from making work that claims to represent those who are incarcerated, and instead focus their artwork on the ways in which their own experiences of teaching in prisons have transformed them personally.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"15 1","pages":"135 - 137"},"PeriodicalIF":0.2,"publicationDate":"2017-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2017.1386054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49252635","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 : 2017-10-02DOI: 10.1080/15411796.2017.1386051
Cristina Martín-Andrés, N. Manriquez
ABSTRACT This project was born with the intention of generating and recording the artistic expression of a group of inmates in module 6 of the Albolote (ES) penitentiary center through the creation of collaborative fanzines. A workshop was created, held once a week for 4 months. Through conceptual proposals and aesthetic tools, each participant in the project developed their own language of artistic expression. The medium for expression was mainly visual, through collage and drawing, but also written, given the comfort language provided. This project, entitled Seísmo, yielded a series of four fanzines, on various themes, collaboratively created with the prisoners.
{"title":"Fanzine as a Tool of Artistic Expression in Prison Contexts: Visual A/R/Tography with a Group of Prisoners in Module 6 at the Albolote Penitentiary Center in Spain","authors":"Cristina Martín-Andrés, N. Manriquez","doi":"10.1080/15411796.2017.1386051","DOIUrl":"https://doi.org/10.1080/15411796.2017.1386051","url":null,"abstract":"ABSTRACT This project was born with the intention of generating and recording the artistic expression of a group of inmates in module 6 of the Albolote (ES) penitentiary center through the creation of collaborative fanzines. A workshop was created, held once a week for 4 months. Through conceptual proposals and aesthetic tools, each participant in the project developed their own language of artistic expression. The medium for expression was mainly visual, through collage and drawing, but also written, given the comfort language provided. This project, entitled Seísmo, yielded a series of four fanzines, on various themes, collaboratively created with the prisoners.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"15 1","pages":"114 - 123"},"PeriodicalIF":0.2,"publicationDate":"2017-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2017.1386051","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41419776","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 : 2017-04-03DOI: 10.1080/15411796.2017.1321544
S. Scully
ABSTRACT Life is multiplex; information is ubiquitous. We do our best to learn, but we struggle not to forget. The demand to “know” is powerful; the experience of living can often feel overwhelming. We desire a better way of looking at the world around us. John Ruskin reminds us that it is a good thing to start small. He asks us to look, to train our eyes to see detail. He teaches us to appreciate the one thing for its own sake; it is by appreciating the one thing that we are enabled to better appreciate the world around us.
{"title":"Meditations on Pleasure: John Ruskin and the Value of Art in the Classroom","authors":"S. Scully","doi":"10.1080/15411796.2017.1321544","DOIUrl":"https://doi.org/10.1080/15411796.2017.1321544","url":null,"abstract":"ABSTRACT Life is multiplex; information is ubiquitous. We do our best to learn, but we struggle not to forget. The demand to “know” is powerful; the experience of living can often feel overwhelming. We desire a better way of looking at the world around us. John Ruskin reminds us that it is a good thing to start small. He asks us to look, to train our eyes to see detail. He teaches us to appreciate the one thing for its own sake; it is by appreciating the one thing that we are enabled to better appreciate the world around us.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"15 1","pages":"64 - 67"},"PeriodicalIF":0.2,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2017.1321544","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48040650","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 : 2017-04-03DOI: 10.1080/15411796.2017.1340708
T. Moore
ABSTRACT Increased technology use by college-age students (millennials) has created problems for the acting classroom. Constantin Stanislavski's technique is still the standard, but students arrive to campus unready or unable to engage in his methods or with each other, so new approaches are required. Classroom exercises are provided, many inspired by current social-science research.
{"title":"Rethinking Actor Training for the iPhone Generation","authors":"T. Moore","doi":"10.1080/15411796.2017.1340708","DOIUrl":"https://doi.org/10.1080/15411796.2017.1340708","url":null,"abstract":"ABSTRACT Increased technology use by college-age students (millennials) has created problems for the acting classroom. Constantin Stanislavski's technique is still the standard, but students arrive to campus unready or unable to engage in his methods or with each other, so new approaches are required. Classroom exercises are provided, many inspired by current social-science research.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"15 1","pages":"68 - 76"},"PeriodicalIF":0.2,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2017.1340708","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45892974","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 : 2017-04-03DOI: 10.1080/15411796.2017.1340706
C. Meissner
ABSTRACT Caits Meissner continues sharing from her reimagined book tour, where she brings poetry workshops and collaborative readings to prisons, jails and reentry programs around the country.
{"title":"The Humans that We Are: Prison Poetry Tour Narrative (Part 2)","authors":"C. Meissner","doi":"10.1080/15411796.2017.1340706","DOIUrl":"https://doi.org/10.1080/15411796.2017.1340706","url":null,"abstract":"ABSTRACT Caits Meissner continues sharing from her reimagined book tour, where she brings poetry workshops and collaborative readings to prisons, jails and reentry programs around the country.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"15 1","pages":"90 - 96"},"PeriodicalIF":0.2,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2017.1340706","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43525409","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 : 2017-04-03DOI: 10.1080/15411796.2017.1332944
Jenny Stevens
ABSTRACT A narrative reflection on the relationship between physical life and creativity, and exploration of yoga as a foundational tool for imaginative empowerment.
对身体生活与创造力之间关系的叙事反思，以及瑜伽作为想象力赋权的基本工具的探索。
{"title":"From Out-of-Body Experience to Embodied Imagination: How a Seriously Awkward Kid Became a Passionate if Improbable Ambassador of Yoga-Based Creativity Training for Actors, Artists … and Little Girls","authors":"Jenny Stevens","doi":"10.1080/15411796.2017.1332944","DOIUrl":"https://doi.org/10.1080/15411796.2017.1332944","url":null,"abstract":"ABSTRACT A narrative reflection on the relationship between physical life and creativity, and exploration of yoga as a foundational tool for imaginative empowerment.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"15 1","pages":"77 - 84"},"PeriodicalIF":0.2,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2017.1332944","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48409786","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 : 2017-04-03DOI: 10.1080/15411796.2017.1331696
Uršula Podobnik
ABSTRACT Increasingly, children who start school have already acquired basic reading and writing skills provided by their parents or preschool teachers. However, even if we choose to accept the fact that by teaching preschool children how to read and write parents wish to help them integrate successfully into the school environment and methods of work, we still need to emphasize that certain activities are not in balance with the needs, abilities, and potentials of a preschool child. At the same time some other possibilities are not being used enough (e.g., visual art). The present research introduces this aspect and presents training prewriting skills based on visual art activities given that visual art represents one of the primary media that every child spontaneously uses in his or her preschool years.
{"title":"Stimulating Prewriting Skills with the Help of Pictorial Images","authors":"Uršula Podobnik","doi":"10.1080/15411796.2017.1331696","DOIUrl":"https://doi.org/10.1080/15411796.2017.1331696","url":null,"abstract":"ABSTRACT Increasingly, children who start school have already acquired basic reading and writing skills provided by their parents or preschool teachers. However, even if we choose to accept the fact that by teaching preschool children how to read and write parents wish to help them integrate successfully into the school environment and methods of work, we still need to emphasize that certain activities are not in balance with the needs, abilities, and potentials of a preschool child. At the same time some other possibilities are not being used enough (e.g., visual art). The present research introduces this aspect and presents training prewriting skills based on visual art activities given that visual art represents one of the primary media that every child spontaneously uses in his or her preschool years.","PeriodicalId":53876,"journal":{"name":"Teaching Artist Journal","volume":"15 1","pages":"51 - 63"},"PeriodicalIF":0.2,"publicationDate":"2017-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/15411796.2017.1331696","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42162331","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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