Plague and Paideia: Sabotage in Devising Theatre with Young People

Autor/in	Wessels, Anne
Titel	Plague and Paideia: Sabotage in Devising Theatre with Young People
Quelle	In: Research in Drama Education, 17 (2012) 1, S.53-72 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
Schlagwörter	Foreign Countries; Ethnography; Drama; Secondary Schools; Suburban Schools; Group Activities; Conflict; High School Seniors; Interviews; Canada + Suchen Sie Ihr Suchwort? Ausland; Ethnografie; Schauspiel; Sekundarschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Gruppenaktivität; Konflikt; Interviewing; Interviewtechnik; Kanada
Abstract	This ethnography, completed by the classroom teacher in a publicly funded secondary school in Mississauga, Canada, explores issues of conflict and sabotage that affected a devising project with suburban young people. The processes of devising generated ethnographic data that included a play script and videotaped rehearsals and performances. As well, individual interviews were conducted at the start and the end of the project. Excerpts from these student interviews are juxtaposed with ethnographic field notes to furnish multiple perspectives. Although the sabotage cannot be linked causally to the devising, this conflict worked to poison the social relations in the devising processes and created serious obstacles to the work. Using the theory of Antonin Artaud and Gilles Deleuze as analytical tools, this sabotage became a form of "paideia" that catalysed a useful reconsideration of our devising practices. Artaud's written correspondence with poetry editor, Jacques Riviere in 1923-4, demonstrated an unwavering commitment to opening up the seemingly intractable rules of the French literary establishment of the time. Deleuze too, railed against sedimented bodies of knowledge and processes, advocating experimentation, inventive and affirmative means to create new work in new ways. This theory offers much to the analysis of the conflicts witnessed in the ethnography as sabotage becomes a call for multiplicity and a more rhizomatic structure for devising. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10