An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?
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Abstract
With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, the experience of seeing tutors in unfamiliar roles is considered. Second, the impact of witnessing tutors taking risks as a performer and being vulnerable is discussed and, lastly, the work illuminates new ways of opening up as teachers. The authors explore how the student’s/participant’s perception of them as tutors seemed to change after witnessing them as artists and how this impacted upon student’s learning for their own assessed performance pieces.Citation
Bird, D. and Tozer, K. (2018) 'An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?', Arts and Humanities in Higher Education, DOI: 10.1177/1474022218787167Publisher
SageJournal
Arts and Humanities in Higher EducationDOI
10.1177/1474022218787167Additional Links
http://journals.sagepub.com/doi/10.1177/1474022218787167Type
ArticleLanguage
enISSN
14740222EISSN
1741265Xae974a485f413a2113503eed53cd6c53
10.1177/1474022218787167