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dc.contributor.authorBird, Drew
dc.contributor.authorTozer, Katy
dc.date.accessioned2018-07-16T08:24:39Z
dc.date.available2018-07-16T08:24:39Z
dc.date.issued2018-07-11
dc.identifier.citationBird, 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: 10.1177/1474022218787167en
dc.identifier.issn14740222
dc.identifier.doi10.1177/1474022218787167
dc.identifier.urihttp://hdl.handle.net/10545/622808
dc.description.abstractWith 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.
dc.description.sponsorshipN/Aen
dc.language.isoenen
dc.publisherSageen
dc.relation.urlhttp://journals.sagepub.com/doi/10.1177/1474022218787167en
dc.rightsArchived with thanks to Arts and Humanities in Higher Educationen
dc.subjecta/r/tographyen
dc.subjectSolo performanceen
dc.subjectStudent-teacher dynamicen
dc.subjectReflexivityen
dc.subjectFocus groupsen
dc.subjectQuestionnaireen
dc.subjectTeacher as artisten
dc.subjectRolesen
dc.titleAn a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?en
dc.typeArticleen
dc.identifier.eissn1741265X
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalArts and Humanities in Higher Educationen
dc.contributor.institutionUniversity of Derby, UK
dc.contributor.institutionUniversity of Derby, UK
dc.date.accepted2018-06-06
refterms.dateFOA2019-02-28T17:15:14Z
html.description.abstractWith 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.


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