Focus: The concept of drama teacher education as catalyst for  creating communities of drama educators– drama education as an induction into a community of drama educator

McCammon, L.A.

McLauchlan, D.

Pascoe, R.

English

Research Repository

Drama teacher education, partnerships for transforming the future: exploring the concept of building a Guild of Drama Educators Laura A. McCammon | Debra McLauchlan | Robin PascoeIDEA 2010 Belem BrazilThursday, 2 August 12FocusThe concept of drama teacher education as catalyst for creating communities of drama educators – drama education as an induction into a community of drama educators. Thursday, 2 August 12Pedagogical content knowledge (Shulman 1986)Content knowledgePedagogical knowledgeHow the content of drama is organised and represented for teaching, learning and meeting the specific needs of particular communities of learners Formulating the subject of drama to make it comprehensible to othersThursday, 2 August 12Three perspectivesThree contextsLAURALAURA MCCAMMONARIZONA UNIVERSITYDEBRADEBRA MCLAUCHLANBROCK UNIVERSITYROBINROBIN PASCOEMURDOCH UNIVERSITYThursday, 2 August 12Research on Drama TeachersLaura A. McCammon, Thursday, 2 August 12DRAMA TEACHER EDUCATION: TEACHING AND LEARNING through & from COMMUNITYRobin PascoeMurdoch University, Perth Western Australiar.pascoe@murdoch.edu.au  Thursday, 2 August 12FOCUSDrama teacher education as catalyst for creating communities of drama educatorsCreating a shared learning community within a group of studentsTeaching from community - belonging to a drama education community and bringing that community into focus through the design and implementation of the drama teacher education programa Thursday, 2 August 12TEACHING DRAMA EDUCATORS THROUGH COMMUNITYCreating communities of drama educatorsTeacher–learner partnerships - drama learning contractOpen and receptive minds in drama ensemblesFrom practice to theory - embodied learningCollaborative performance projects as basis for learning to teach dramaSelf incorporation and identity - agency as a drama teacherReflective and reflexive awareness of sources of pedagogical decisions:values, beliefs and understanidngsThursday, 2 August 12CREATING COMMUNITIESThursday, 2 August 12CREATING COMMUNITIESFrom practiceTo TheoryThursday, 2 August 12Drama in Performance/Drama as an arts languageEngaging with dramaReflecting on dramaMaking informedJudgments about dramaEnter hereMaking your ownoriginal dramaParticipatingas an audienceMaking dramascripted by othersImprovisingDramaWriting DramaActor DirectorDramaturge DesignerManagerStage managerProduction/Front of HouseProducerEntrepreneurFinance/PublicistValues about DramaDRamaElementsDramaProcessesDrama Skills&Techniques DramaConventionsDramaGenres/FormsDramaof our times and placesDramaof other times and placesDevisingDramaThursday, 2 August 12Creating communities through performanceThe Prisoner of TimeGroup devised drama project - from the Year 12 drama syllabusThursday, 2 August 12TEACHING DRAMA EDUCATORS THROUGH COMMUNITYComing into this unit I didn’t really know what to expect. I just thought that I would teach drama because it would be a bit of fun and would complement my media teaching but I have learnt that drama teaching is so much more. The comradeship in a drama class is much stronger than in a media class. I want to pass this enthusiasm on to students and get them excited about the process of drama because I found the process almost as fascinating as the performance. (Dylan) Thursday, 2 August 12TEACHING DRAMA EDUCATORS FROM COMMUNITYTeaching through storiesdrawn from my own experiencesmy own teaching of dramamy professional roles (as Chief Examiner/Curriculum Writer/etc.)connecting students to their own communityThursday, 2 August 12Which outcomes? The ArtsArts IdeasArts Skills and ProcessesArts ResponsesArts in SocietyAesthetic Understanding Arts PracticeFour outcomesArts IdeasArts Skills and ProcessesArts ResponsesArts in SocietyTheArtsThe Western Australian Curriculum Framework: www.curriculum.wa.edu.au CONNECTINGThursday, 2 August 12EDU207 2009UNDERSTANDING THE ARTS IN THE CURRICULUM • Aesthetic understanding• students appreciate and critically respond to arts experiences with enjoyment• students understand questions about the values and attitudes in the arts• Arts practice • students explore and develop ideas and feelings through use of a range of skills and knowledge of arts techniques and processes in dance, drama, media, music and visual arts (and combinations of art forms)These are integrated not separate modesAs audience, social and cultural commentator and criticAs creator, maker, performer, artistCurriculum Framework (1998)Thursday, 2 August 12EDU207 2009RATIONALE FOR THE ARTS FOR ALL STUDENTS• The arts and the life of the community• The arts and communication• The arts and values• The arts, creativity and satisfaction• The arts and life skillsThursday, 2 August 12Applied Aesthetic Understandingthrough DramaBUILDING MODELSStoryCreativityPlayImaginationDesignSymbolMetaphorAesthetic UnderstandingDrama PracticeThursday, 2 August 12DRAMA ELEMENTS  Role  and  character  Situation  and  human  interaction  Voice  Facial  Expression,  Gesture  &  Movement  Space  and  Time  Language  and  texts  Symbol  and  metaphor  Audience  Dramatic  tensionCurriculum Framework (1998)Thursday, 2 August 12What it’s all about...PlayThe connections when studentsImagineCreateThursday, 2 August 12TEACHING DRAMA EDUCATORS THROUGH COMMUNITYI have a sense that in this course we are in the drama classroom as much as we are in the university through the stories told. I have a sense of how important my networking with other drama teachers will be if I am to survive in this drama teaching game. Aliensui in her reflective journalThursday, 2 August 12TEACHING DRAMA EDUCATORS THROUGH COMMUNITY I am happy to admit to feeling a bit worried… as scary as it is to admit for the first time I have doubts about my ability to meet the criteria for “successful teacher”. But I tell myself “Toughen up, girl” because I am going to be successful. I can see the way forward and it’s through my mates. I am not alone.Aliensui in her reflective journal Thursday, 2 August 12DRAMA TEACHER EDUCATION IS A JOURNEYWhat do drama teacher education students need for their journey?What do they need for a sustainable and generative career in drama teaching?They need to create in their own classrooms a sense of communityThey need a sense of belonging within a community - to not see themselves as “Lone Rangers” but as part of the wholeThursday, 2 August 12Remember why we are here…Robin PascoeMurdoch University, Perth Western Australiar.pascoe@murdoch.edu.au  Thursday, 2 August 12How drama teachers see themselvesDebra McLauchlanThursday, 2 August 12Common Notion of Self-Identity10 years plusAll perceive themselves as teacher-artists.  All label themselves both performers and directors.All view teaching and directing as two separate skill sets that they had to learn.All believe that drama teachers need to know about and be skillful in theatre techniques of performance and directing.All hold common attitudes:  passionate about theatre, hold high expectations and believe that their students are capable of high-quality work, are immersed in theatre both in and out of school, “willing to sit on the floor in your bare feet” with the class, willing to take the same kind of risks you are asking your students to take.All view themselves as somewhat isolated within their schools.Thursday, 2 August 12Professional Supports1.	  Mentors2.	  Each Other3.	 School Board Arts Consultant 4.	 Professional and Community Theatre Groups (drawing on the rich theatre culture in Niagara)5.	 University ResearchAssociate Teaching6.	  Provincial Drama Teachers Organization Thursday, 2 August 12Challenges/Strains1.	  High demands on time and energy leads to yearly sense of burn-out by end of term2.	 Jenn gets so drained by the end of a major production that she feels resentful3.	 Need ways to relax and get away from the job4. Both men reported marriage strains, and Vince said he didn’t get to see his children much5.	 Jenn reported a strain on marriage although husband remains supportive of her workThursday, 2 August 12RewardsFrom students:  From the arts communityFrom the outside communityThursday, 2 August 12Drama teacher educators work from within their own communities, drawing on the rich, complex shared history of drama education. They also work through creating communities of learners that model practices and learning approaches we share an value as a drama education community.Thursday, 2 August 12Laura A. McCammon	 mccammon@email,arizona.eduDebra McLauchlan	 dmclauch@brocku.ca Robin Pascoe 	 r.pascoe@murdoch.edu.au Thursday, 2 August 12

Drama teacher education, partnerships for transforming the future: Exploring the concepts of building a Guild of Drama Educators

https://researchrepository.murdoch.edu.au/id/eprint/27072/2/presentation.pdf

Drama teacher education, partnerships for transforming the future: Exploring the concepts of building a Guild of Drama Educators

Abstract

Similar works

Full text

Available Versions

Research Repository