New Directions in Teaching Theatre Arts.

By: Fliotsos, AnneContributor(s): Medford, Gail SMaterial type: TextTextSeries: eBooks on DemandPublisher: Cham : Palgrave Macmillan US, 2018Copyright date: ©2018Description: 1 online resource (312 pages)Content type: text Media type: computer Carrier type: online resourceISBN: 9783319897677Subject(s): Theater-Study and teachingGenre/Form: Electronic books.Additional physical formats: Print version:: New Directions in Teaching Theatre ArtsDDC classification: 792.0711 LOC classification: HM621-HM656Online resources: Click here to view this ebook.
Contents:
Intro -- Preface -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Introduction -- References -- Part I: Teaching with Digital Technology -- Approaches to "Audience-Centered" Performance: Designing Interaction for the iGeneration -- Contemporary Technogenesis and Cognitive Adaptation in iGeneration Learners -- Audience-Centered Performance for Interactive Subjects -- Operation Black Antler: An Example of Interactive Structure -- Applying Performative and Game Design Thinking to Acting and Directing -- References -- This Is the Dawning of the Age of the Online Course: Reimagining Introduction to Theatre -- THE2000: A Pedagogical Overview -- Spotlight: Administration and Asynchronicity -- Dramaturgy in Practice: The Outreach Project -- Talking It Out: Discussion Boards in an Online Course -- Conclusions -- Best Practices from the Trenches -- References -- "I Had Never Danced in a Bathroom Before": Using Audio Walks to Engage Theatre Students in the World Outside the Classroom -- And While London Burns: Theorizing a Paratheatrical, Peripatetic Pedagogy -- Tūrangawaewae: Performing Belonging Outside the Theatre/Classroom -- "Where Shit Is and Where to Shit": Belonging to Theatre at Victoria University (VUW) -- Findings and Discussion -- Tūrangawaewae 1: Assimilating Discipline Knowledge -- Tūrangawaewae 2: Creating a Place on Which to Stand -- Engaging Multiple Learning Domains -- Complications and Conclusions -- References -- Digital Storytelling Pedagogies, Processes and Performances: Two Case Studies -- A Context for Our Work -- Digital Media Pedagogies -- Digital Storytelling Processes -- Digital Media Performances -- The Digital Teacher/Artist Project: A Case Study -- Pedagogies, Processes, Performances -- The Patchwork Stories Project: A Case Study -- Pedagogies, Processes, and Performances -- Preparing for Stories.
Producing Stories -- Presenting Stories -- A Conclusion: Some Productive Tensions and Opportunities -- References -- Part II: Teaching in Response to Educational Trends -- Theatre Assessment for Teaching and Learning -- Learning Outcomes -- Curriculum Mapping -- Best Practice Example in Writing Learning Outcomes -- Building Rubrics -- Create a Simple, Sustainable Assessment Plan -- Focus on the Program LOs -- Look for Commonality in Student Assignments -- Take Advantage of Mastery-Level Experiences -- "Closing the Loop": An Open Invitation to Classroom Innovation -- Building a Culture of Assessment -- Conclusion: "The Big Picture" -- References -- Teaching Critical Writing in the World Theatre Course: WAC Pedagogy and the Scaffolded Research Paper -- Writing Across the Curriculum: Tools for Student-­Centered Teaching -- Scaffolded Assignment Design with Students in Mind -- Students at the Center: Individualized Measurements of Success -- Assignment Design and Student Writing Achievements -- Assessing Students' Work from Two Perspectives -- Writing as Ownership of Knowledge -- References -- Theatre and the First-Year Experience: Activities for Transdisciplinary Teaching -- Context for the Study -- Multiple Intelligences and Constructivist Pedagogy -- Introducing Theatre to FYE Colleagues -- Introducing Theatre to FYE Students: Activities -- Activity 1: Why Study Theatre? -- Activity 2: What Is Theatre's Purpose? -- Active Engagement with Plays -- Activity 1: The Dramatist as Artist-Scholar -- Activity 2: From Narrative to Drama -- Activity 3: Introducing Drama by Creating Context -- Activity 4: Context through Music and Images -- Using Theatre to Teach FYE Themes -- Activity 1: Drama as Metaphor -- Activity 2: Re-Setting a Scene -- Activity 3: Meeting of Minds -- Theatre Games and Constructivist Performance -- Activity 1: Status Quo.
Activity 2: Role-Play -- Activity 3: Memorable Moments -- Activity 4: Interview/Monologues -- Theatre: Many Possible Paths -- References -- Part III: Teaching New Directions in Performance -- Training Actors with Disabilities -- College Students with Disabilities -- Talent, Skill, Training, and the "Gatekeepers" -- Communication -- The Teacher's Perspective -- Acting Teachers -- Voice and Movement Teachers -- The Student's Perspective -- Jason Dorwart -- Regan Linton -- Conclusions -- Best Practices -- References -- The Intracultural Actor: Embracing Difference in Theatre Arts Teaching -- Neutrality in Actor Training -- An Intracultural Training Practice -- Setting the Culture of the Rehearsal Room -- The Actor at the Center -- Creating a Multi-lingual Practice -- The Intracultural Classroom -- Games -- Rehearsal Improvisations -- Text Work -- Conclusion: Contesting the Center -- References -- The Entrepreneurial Actor: A Study of Training Programs in Anglophone Countries Abroad -- Best Practices from Case Studies -- References -- Part IV: Teaching Beyond the Traditional -- Pirated Pedagogy: Repurposing Brecht's Performance Techniques for Revolutions in Teaching -- Performing "Pirate Jenny" in Class -- Professional, Pedagogical (and Personal) Background -- Teaching Brechtian Aesthetics -- Teaching Brechtian Acting Style -- Teaching Feminist Theory -- Brechtian Performance as Feminist Pedagogy -- Breaking the "Fourth Wall" -- Embodied Pedagogy -- The "Personal Is Political" -- Engagement and Empowerment -- Joy/Excitement/Pleasure -- Conclusions -- References -- Learning Theatre from Children -- Children and Drama -- Theorizing Imagination -- Stimulating Thematic Imagery -- Practicing Metacognition -- Building Cohesive Ensembles -- Provoking Originality and Risk-Taking by Leading in Role -- Raising the Stakes -- Practicing Theatre -- References.
Generating Ethics and Social Justice in Applied Theatre Curricula -- A Code of Ethics for Applied Theatre -- Boundaries Outside: Scope of Practice -- Boundaries Within Practice: De-roling, or Stepping Out of Character -- Competence and Professional Development -- Participants' Rights -- Confidentiality -- Informed Consent -- Research -- Justice and Advocacy -- Teaching Applied Theatre Ethics -- Teaching Ethical Concepts -- Teaching Scope of Practice -- Teaching Informed Consent -- Teaching How to Identify Inherent Ethical Dilemmas -- Conclusion -- Appendix: An Applied Theatre Code of Ethics -- References -- Part V: Teaching Collaboratively or Across Disciplines -- Problem-Based Learning and Studio Instruction in Theatre Technology: A Case Study -- THTR 550: Show Control System Design -- Learning Objectives -- Course Design -- Case Study Results -- Pretest Versus Post-Test -- Student Survey Responses -- Conclusion -- Appendix -- References -- Teaching the "Intangibles": Building Pedagogical Bridges Between Business, Entrepreneurship, and Theatre -- Developing and Implementing the Workshop -- Interpreting the Workshop: Outcomes, Discoveries, and Implications -- References -- Cities as Studios: An Interdisciplinary Approach to Community-Engaged Theatre Through the CitySpeak Project -- CitySpeak: Beginnings, Underpinnings, and Aspirations -- Lessons Learned and Developing the CitySpeak Model -- Redesigning the Process and Adopting a New Model -- Future Directions and Applications -- References -- Index.
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Intro -- Preface -- Contents -- Notes on Contributors -- List of Figures -- List of Tables -- Introduction -- References -- Part I: Teaching with Digital Technology -- Approaches to "Audience-Centered" Performance: Designing Interaction for the iGeneration -- Contemporary Technogenesis and Cognitive Adaptation in iGeneration Learners -- Audience-Centered Performance for Interactive Subjects -- Operation Black Antler: An Example of Interactive Structure -- Applying Performative and Game Design Thinking to Acting and Directing -- References -- This Is the Dawning of the Age of the Online Course: Reimagining Introduction to Theatre -- THE2000: A Pedagogical Overview -- Spotlight: Administration and Asynchronicity -- Dramaturgy in Practice: The Outreach Project -- Talking It Out: Discussion Boards in an Online Course -- Conclusions -- Best Practices from the Trenches -- References -- "I Had Never Danced in a Bathroom Before": Using Audio Walks to Engage Theatre Students in the World Outside the Classroom -- And While London Burns: Theorizing a Paratheatrical, Peripatetic Pedagogy -- Tūrangawaewae: Performing Belonging Outside the Theatre/Classroom -- "Where Shit Is and Where to Shit": Belonging to Theatre at Victoria University (VUW) -- Findings and Discussion -- Tūrangawaewae 1: Assimilating Discipline Knowledge -- Tūrangawaewae 2: Creating a Place on Which to Stand -- Engaging Multiple Learning Domains -- Complications and Conclusions -- References -- Digital Storytelling Pedagogies, Processes and Performances: Two Case Studies -- A Context for Our Work -- Digital Media Pedagogies -- Digital Storytelling Processes -- Digital Media Performances -- The Digital Teacher/Artist Project: A Case Study -- Pedagogies, Processes, Performances -- The Patchwork Stories Project: A Case Study -- Pedagogies, Processes, and Performances -- Preparing for Stories.

Producing Stories -- Presenting Stories -- A Conclusion: Some Productive Tensions and Opportunities -- References -- Part II: Teaching in Response to Educational Trends -- Theatre Assessment for Teaching and Learning -- Learning Outcomes -- Curriculum Mapping -- Best Practice Example in Writing Learning Outcomes -- Building Rubrics -- Create a Simple, Sustainable Assessment Plan -- Focus on the Program LOs -- Look for Commonality in Student Assignments -- Take Advantage of Mastery-Level Experiences -- "Closing the Loop": An Open Invitation to Classroom Innovation -- Building a Culture of Assessment -- Conclusion: "The Big Picture" -- References -- Teaching Critical Writing in the World Theatre Course: WAC Pedagogy and the Scaffolded Research Paper -- Writing Across the Curriculum: Tools for Student-­Centered Teaching -- Scaffolded Assignment Design with Students in Mind -- Students at the Center: Individualized Measurements of Success -- Assignment Design and Student Writing Achievements -- Assessing Students' Work from Two Perspectives -- Writing as Ownership of Knowledge -- References -- Theatre and the First-Year Experience: Activities for Transdisciplinary Teaching -- Context for the Study -- Multiple Intelligences and Constructivist Pedagogy -- Introducing Theatre to FYE Colleagues -- Introducing Theatre to FYE Students: Activities -- Activity 1: Why Study Theatre? -- Activity 2: What Is Theatre's Purpose? -- Active Engagement with Plays -- Activity 1: The Dramatist as Artist-Scholar -- Activity 2: From Narrative to Drama -- Activity 3: Introducing Drama by Creating Context -- Activity 4: Context through Music and Images -- Using Theatre to Teach FYE Themes -- Activity 1: Drama as Metaphor -- Activity 2: Re-Setting a Scene -- Activity 3: Meeting of Minds -- Theatre Games and Constructivist Performance -- Activity 1: Status Quo.

Activity 2: Role-Play -- Activity 3: Memorable Moments -- Activity 4: Interview/Monologues -- Theatre: Many Possible Paths -- References -- Part III: Teaching New Directions in Performance -- Training Actors with Disabilities -- College Students with Disabilities -- Talent, Skill, Training, and the "Gatekeepers" -- Communication -- The Teacher's Perspective -- Acting Teachers -- Voice and Movement Teachers -- The Student's Perspective -- Jason Dorwart -- Regan Linton -- Conclusions -- Best Practices -- References -- The Intracultural Actor: Embracing Difference in Theatre Arts Teaching -- Neutrality in Actor Training -- An Intracultural Training Practice -- Setting the Culture of the Rehearsal Room -- The Actor at the Center -- Creating a Multi-lingual Practice -- The Intracultural Classroom -- Games -- Rehearsal Improvisations -- Text Work -- Conclusion: Contesting the Center -- References -- The Entrepreneurial Actor: A Study of Training Programs in Anglophone Countries Abroad -- Best Practices from Case Studies -- References -- Part IV: Teaching Beyond the Traditional -- Pirated Pedagogy: Repurposing Brecht's Performance Techniques for Revolutions in Teaching -- Performing "Pirate Jenny" in Class -- Professional, Pedagogical (and Personal) Background -- Teaching Brechtian Aesthetics -- Teaching Brechtian Acting Style -- Teaching Feminist Theory -- Brechtian Performance as Feminist Pedagogy -- Breaking the "Fourth Wall" -- Embodied Pedagogy -- The "Personal Is Political" -- Engagement and Empowerment -- Joy/Excitement/Pleasure -- Conclusions -- References -- Learning Theatre from Children -- Children and Drama -- Theorizing Imagination -- Stimulating Thematic Imagery -- Practicing Metacognition -- Building Cohesive Ensembles -- Provoking Originality and Risk-Taking by Leading in Role -- Raising the Stakes -- Practicing Theatre -- References.

Generating Ethics and Social Justice in Applied Theatre Curricula -- A Code of Ethics for Applied Theatre -- Boundaries Outside: Scope of Practice -- Boundaries Within Practice: De-roling, or Stepping Out of Character -- Competence and Professional Development -- Participants' Rights -- Confidentiality -- Informed Consent -- Research -- Justice and Advocacy -- Teaching Applied Theatre Ethics -- Teaching Ethical Concepts -- Teaching Scope of Practice -- Teaching Informed Consent -- Teaching How to Identify Inherent Ethical Dilemmas -- Conclusion -- Appendix: An Applied Theatre Code of Ethics -- References -- Part V: Teaching Collaboratively or Across Disciplines -- Problem-Based Learning and Studio Instruction in Theatre Technology: A Case Study -- THTR 550: Show Control System Design -- Learning Objectives -- Course Design -- Case Study Results -- Pretest Versus Post-Test -- Student Survey Responses -- Conclusion -- Appendix -- References -- Teaching the "Intangibles": Building Pedagogical Bridges Between Business, Entrepreneurship, and Theatre -- Developing and Implementing the Workshop -- Interpreting the Workshop: Outcomes, Discoveries, and Implications -- References -- Cities as Studios: An Interdisciplinary Approach to Community-Engaged Theatre Through the CitySpeak Project -- CitySpeak: Beginnings, Underpinnings, and Aspirations -- Lessons Learned and Developing the CitySpeak Model -- Redesigning the Process and Adopting a New Model -- Future Directions and Applications -- References -- Index.

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