Theo Bryer
Biographic Data
| ID | 7547183 |
|---|---|
| NAME | Theo Bryer |
| GIVEN NAMES | Theo |
| FAMILY NAME | Bryer |
| SIGNATURE | BRYER T |
| AFFILIATIONS | University of London |
| ORCID | 0000-0001-9697-9409 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Conversations with Anne
This is a collection of thoughts about and for Anne Turvey, written by current members of the English Education Team at the Institute of Education. To that extent, we are all her intellectual and professional heirs, although we stand in a variety of relations to her, and know her variously as PGCE and MA tutor, colleague, mentor and friend. It was one of Anne’s superpowers to be able to blur the edges of such roles, often to collapse them altoget…
The inclusive dimensions and interpretive possibilities of working in role
This article considers the opportunities for learning and inclusive dimensions of role-play based on the reading and interpretation of a canonical text, drawing on a case study involving student-teachers. This exploration of role and learning through drama builds on the foundational work of Bolton and Heathcote. Focusing on students’ particular purposes, motivations, and the resources that inform their diverse engagements in drama involves a deta…
Shakespeare for All? Some Reflections on the Globe Theatre’s Playing Shakespeare with Deutsche Bank Project
Every year since 2007, the Globe Theatre has run the Playing Shakespeare project, largely funded by Deutsche Bank. This has three main components: school-based workshops, CPD sessions for teachers and free performances for school students. From 2014 to 2016, we were commissioned to evaluate this project. In what follows, we reflect on the nature of this project and its relation to the versions of Shakespeare that figure so prominently in the terr…
Of Mermen and Monsters
The account of the evolution of a classroom teacher (me) that follows is suggestive of a degree of agency and creativity that is rarely acknowledged. Teachers are currently positioned in ways that underline their instrumental role – their duty to students, parents, school and government to ensure that students achieve. A lack of faith in teachers’ capacity to innovate on their own terms means that creative practice in schools is routinely overloo…
A Take on a Gothic Poem
This article focuses on a tablet film-making project involving a group of English and Drama student teachers, their university tutors and a class of boys in a South London school. We reflect on the potential for learning about aspects of the curriculum that emerged from the technology we were using and the approach that we took. We explore how the pupils responded to the process, developing their interpretations of a pre-twentieth century text wi…
An Audience for the Aliens
This account of the making and sharing of self-authored digital videos in a Year 5 classroom focuses on the way that the children appear to be influenced by their awareness of audience. Drawing on evidence of video observation, written and moving image texts produced by the children and semi-structured interviews with them, I examine the factors that appear to guide them in their creative endeavours. I consider the children’s motivations in relat…
No prominent works on this page.
An Audience for the Aliens
This account of the making and sharing of self-authored digital videos in a Year 5 classroom focuses on the way that the children appear to be influenced by their awareness of audience. Drawing on evidence of video observation, written and moving image texts produced by the children and semi-structured interviews with them, I examine the factors that appear to guide them in their creative endeavours. I consider the children’s motivations in relat…
A Take on a Gothic Poem
This article focuses on a tablet film-making project involving a group of English and Drama student teachers, their university tutors and a class of boys in a South London school. We reflect on the potential for learning about aspects of the curriculum that emerged from the technology we were using and the approach that we took. We explore how the pupils responded to the process, developing their interpretations of a pre-twentieth century text wi…
Of Mermen and Monsters
The account of the evolution of a classroom teacher (me) that follows is suggestive of a degree of agency and creativity that is rarely acknowledged. Teachers are currently positioned in ways that underline their instrumental role – their duty to students, parents, school and government to ensure that students achieve. A lack of faith in teachers’ capacity to innovate on their own terms means that creative practice in schools is routinely overloo…
Shakespeare for All? Some Reflections on the Globe Theatre’s Playing Shakespeare with Deutsche Bank Project
Every year since 2007, the Globe Theatre has run the Playing Shakespeare project, largely funded by Deutsche Bank. This has three main components: school-based workshops, CPD sessions for teachers and free performances for school students. From 2014 to 2016, we were commissioned to evaluate this project. In what follows, we reflect on the nature of this project and its relation to the versions of Shakespeare that figure so prominently in the terr…
Conversations with Anne
This is a collection of thoughts about and for Anne Turvey, written by current members of the English Education Team at the Institute of Education. To that extent, we are all her intellectual and professional heirs, although we stand in a variety of relations to her, and know her variously as PGCE and MA tutor, colleague, mentor and friend. It was one of Anne’s superpowers to be able to blur the edges of such roles, often to collapse them altoget…
The inclusive dimensions and interpretive possibilities of working in role
This article considers the opportunities for learning and inclusive dimensions of role-play based on the reading and interpretation of a canonical text, drawing on a case study involving student-teachers. This exploration of role and learning through drama builds on the foundational work of Bolton and Heathcote. Focusing on students’ particular purposes, motivations, and the resources that inform their diverse engagements in drama involves a deta…
Psychology (6 works) · Sociology (6 works) · Art (5 works) · Drama (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Digital Storytelling and Education (3 works) · Literacy, Media, and Education (3 works) · Social Psychology (3 works) · Visual arts (3 works)