Teachers, Arts Practice and Pedagogy
Bibliographic Data
| ID | 20501977 |
|---|---|
| Authors | Anton Franks (0000-0002-9144-3485, University of Nottingham, corresponding author), Patricia Thomson (0000-0002-4801-0000, University of Nottingham), Pat Thomson, Chris Hall (0000-0002-5629-8147), Christine Hall (0000-0003-2673-7484, University of Nottingham), Ken Jones (0000-0002-4646-1000, Goldsmiths University of London) |
| Year | 2014 |
| Volume | 21 |
| Issue | 2 |
| Pages | 171-181 |
| Publication date | 2014-04-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Changing English (JOURNAL) |
| Journal identifiers | ISSN: 1358-684X • E-ISSN: 1469-3585 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1358684x.2014.897042 |
| OpenAlex | W2069159710 |
| Language | EN |
| Citations received | 6 |
| References cited | 1 |
What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare Company and the University of Warwick. The aim of the commissioned research was to look at the effects on teacher development, focusing on the active rehearsal room pedagogic techniques and ensemble methods of exploring Shakespearean text and performance. The practices of working as an ensemble through rehearsal room pedagogy were central to the LPN. Our interest is in looking for possible shifts in teachers’ subjectivity, their self-perception. What affordances, limitations, accommodations and tensions are experienced by the teachers in transposing work from the rehearsal room to the classroom? We draw on a range of cultural theories that provide complementary perspectives on aspects of subjectivity; these include Vygotskian approaches to the psychology of art and acting. Raymond Williams’s work on the ‘dramatized society’ and Jacques Rancière’s work on spectatorship and pedagogy. Data in the form of excerpts from field notes, taken in an introductory workshop where teachers worked with theatre practitioners, and from transcribed interviews with participants in the project are used to provide evidence of shifts in perspective, self-perception and pedagogic practice
Affordance · Art · Epistemology · Mathematics education · Pedagogy · Perception · Sociology · Subjectivity · The arts · Visual arts · Critical Theory and Political Philosophy · Higher Education Practises and Engagement · Psychology · Theatre and Performance Studies
Integrating Drama Performance Methods with Business Ethics Education
Enhancing Undergraduate Pre-Service Teachers’ Self-Efficacy in Arts Education
Subject Choice As Everyday Accommodation /Resistance
Fostering inclusion in school through creative and body-based learning
Shakespeare for All? Some Reflections on the Globe Theatre’s Playing Shakespeare with Deutsche Bank Project
The pedagogical logics of arts-rich schools
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |