De-Colonizing Listening
Toward an Equitable Approach to Speech Training for the Actor
Bibliographic Data
| ID | 5841865 |
|---|---|
| Authors | Daphne Oram (0000-0001-9493-5699, University of London, corresponding author), Daron Oram (Royal Central School of Speech and Drama, University of London, London, UK) |
| Year | 2019 |
| Volume | 13 |
| Issue | 3 |
| Pages | 279-297 |
| Publication date | 2019-06-07 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Voice and Speech Review (JOURNAL) |
| Journal identifiers | ISSN: 2326-8263 • E-ISSN: 2326-8271 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/23268263.2019.1627745 |
| OpenAlex | W2960564400 |
| Language | EN |
| Citations received | 1 |
| References cited | 25 |
This article confirms and deepens an understanding of the negative impact of teaching culturally embedded speech standards to actors who are "othered" by a dominant "somatic norm" within the performing arts. The author analyzes evidence from a three-year longitudinal study of actors within a UK conservatory in relation to the critical frame of the somatic norm and colonized listening practices in the performing arts. The author identifies conscious and unconscious bias within traditional training methods and proposes a decolonizing approach to listening within foundational speech training. The ideological shift outlined follows the "affective turn" in the humanities and social sciences and moves away from the culturally embedded listening at the core of "effective" speech methods, which focus solely on clarity and intelligibility. The outcome of this research is a radical performance pedagogy, which values the intersectional identities and linguistic capital of students from pluralistic backgrounds. The revised curriculum offers an approach to affective speaking and listening that assumes an equality of understanding from the outset, and requires actors, actor trainers, and, ultimately, audiences to de-colonize their listening ears
CLARITY · Intelligibility (philosophy · Silence · Diverse Music Education Insights · EFL/ESL Teaching and Learning · Multilingual Education and Policy
| Citations per year | 0.17 |
|---|---|
| Citation span | 2020 - 2020 (1) |
| Highly cited | No |