"And so We Write": Reflective Practice in Ethnotheatre and Devised Theatre Projects

Autor/in	Jones, Jonathan P.
Titel	"And so We Write": Reflective Practice in Ethnotheatre and Devised Theatre Projects
Quelle	In: LEARNing Landscapes, 15 (2022) 1, S.173-185 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Theater Arts; Drama; Scripts; Cooperative Learning; High School Students; Diaries; Reflection; LGBTQ People + Suchen Sie Ihr Suchwort? Theaterwissenschaft; Schauspiel; Skript; Kooperatives Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Diary; Tagebuch
Abstract	This paper follows the author's trajectory as he collaboratively experimented with ethnodrama (theatre scripts generated from interviews, media artifacts, and written media) and devised theatre performance (theatre collaboratively created with a group), culminating in the analysis of a performance with high school students combining elements of these forms. The author defines the forms, illuminates how he engaged with them over time, and how he adapted elements of them for work with his high school students. The author proposes a framework deduced from these experiences as a provocation for future performance projects and as a demonstration of an educator's reflective practice. (As Provided).
Anmerkungen	LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01