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The teacher monologues : exploring the identities and experiences of artist-teachers /
This book examines the experiences of four Conservatory style trained actors, who go onto complete teacher education programs. In keeping with a/r/tography this research uses social science methods and creative methods of data collection. Interviews and reflective writing about the participant?s edu...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Rotterdam, Netherlands :
Sense Publishers,
2014.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Carter, Mindy R., |e author. | |
| 245 | 1 | 4 | |a The teacher monologues : |b exploring the identities and experiences of artist-teachers / |c Mindy R. Carter. |
| 264 | 1 | |a Rotterdam, Netherlands : |b Sense Publishers, |c 2014. | |
| 264 | 4 | |c ©2014 | |
| 300 | |a 1 online resource (138 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 504 | |a Includes bibliographical references. | ||
| 588 | 0 | |a Online resource; title from PDF title page (ebrary, viewed September 17, 2014). | |
| 520 | |a This book examines the experiences of four Conservatory style trained actors, who go onto complete teacher education programs. In keeping with a/r/tography this research uses social science methods and creative methods of data collection. Interviews and reflective writing about the participant?s educational and experiential backgrounds are complimented by the writing of monologues. Themes from the data collected during interviews, reflective writing and monologues led to the understandings that: there is a connection between developing consciousness and having a noetic experience; actor-teachers want to talk about their noetic experiences; residue is an a/r/tographic rendering used to describe the way that having an illuminating experience in theatre school affected the participants; and an immanent curriculum can be understood by theatrical engagement. In addition to exploring the interview data and monologues, time is spent understanding the works of Antonin Artaud, a prolific theatre artist and a/r/tography, a method of arts-based research. This theoretical and a/r/tographical investigation leads to the creation of Interludes. These Interludes, theorized as rhizomatic curricular offshoots, allow for multiple entry points into these new understandings and provide an example of how to bring together artful inquiry into an academic arena. AWARDS: 2013 American Educational Research Association (AERA) Arts Based Educational Research (ABER) Dissertation Honorable Mention 2013 Canadian Society for the Study of Education (CATE) Canadian Association of Teacher Education (CATE) PhD Dissertation Award of Distinction Link to Info: https://www.mcgill.ca/dise/about/academicstaff/carter Dr. Mindy R. Carter is an Assistant Professor at McGill University in the Department of Integrated Studies in Education. She has taught a range of education courses specializing in arts education and curriculum theory. Her research focuses on a/r/tography, teacher identity, teacher education, arts based educational research and curriculum. Her publications have addressed knowledge mobilization, democracy and arts education, the impact of autobiographical and a/r/tographical dispositions on teacher candidates and the impact of creating art on teacher?s pedagogical development and identity. She is actively involved in local and international arts education organizations. | ||
| 505 | 0 | |a DEDICATION -- TABLE OF CONTENTS -- LIST OF FIGURES -- ACKNOWLEDGEMENTS -- FOREWORD -- REFERENCES -- NOTE -- CHAPTER 1: POSITIONINGS, PLACEMENTS AND POSTULATIONS -- 1.1 INTRODUCTION -- 1.2 THE RESEARCH STUDY -- 1.3 ANTONIN ARTAUD2 -- 1.4 CURRICULUM THEORY -- 1.5 OVERVIEW -- INTERLUDE 1: INTRODUCTION -- CHARACTERS -- CHAPTER 2: A/R/TOGRAPHY AND THE RESEARCH PROJECT -- 2.1 A/R/TOGRAPHY -- 2.2 THE RESEARCH PROJECT -- INTERLUDE 2: THE MONOLOGUES -- CHAPTER 3: MOMENTS SUCH AS THESE | |
| 505 | 8 | |a 3.1 THEME 1: AFTER DECIDING TO PURSUE TEACHING PARTICIPANTS EXPERIENCED A PERIOD OF ADJUSTMENT3.2 THEME 2: FELT EXPERIENCES IN ACTOR TRAINING PROGRAMS TAUGHT PARTICIPANTS HOW TO TEACH DRAMA AND THEATRE -- 3.3 THEME 3: CREATING ART HAS A POSITIVE INFLUENCE ON ONES TEACHING -- 3.4 THEME 4: ACTING SCHOOL DEVELOPS AN AESTHETIC, NOETIC SENSIBILITY -- 3.5 FINAL THOUGHTS -- INTERLUDE 3: BORDER THEORIES, LIMINAL SPACES AND BECOMING A CROSSROADS -- LIMINAL SPACES & IDENTITY -- BEING A CROSSROADS: AN AUTOBIOGRAPHICAL ACCOUNT -- CONNECTIONS AND RELATIONSHIPS | |
| 505 | 8 | |a CHAPTER 4: UNDERSTANDINGS4.1 UNDERSTANDING 1: THERE IS A CONNECTION BETWEEN DEVELOPING CONSCIOUSNESS, CREATIVITY, AND THE IMAGINATION THROUGH ACTING EXER -- 4.2 UNDERSTANDING 2: PARTICIPANTS NEEDED TO TALK ABOUT THE NOETIC MOMENTS THEY EXPERIENCED IN ACTING SCHOOL -- 4.3 UNDERSTANDING 3: RESIDUE IS AN A/R/OGRAPHIC RENDERING USED TO DESCRIBE THE WAY THAT HAVING A NOETIC EXPERIENCE IN THEATRE SC -- 4.4 UNDERSTANDING 4: THE CURRICULUM AS THEATRICAL ENGAGEMENT IS ILLUMINATING. -- INTERLUDE 4: LEARNING THE LANGUAGE OF THE HEART -- A peaceful reflective understanding | |
| 505 | 8 | |a CHAPTER 5: CONSIDERING THE OPENINGS5.1 WHAT I HAVE LEARNED AND HOW THIS IMPACTS THEORY AND PRACTICE -- 5.2 IMPLICATIONS, IMPACT AND FUTURE DIRECTIONS RELATED TO DRAMA, THEATRE AND ARTS BASED EDUCATION AND RESEARCH -- 5.3 IMPACT, IMPLICATIONS AND FUTURE DIRECTIONS FOR TEACHER EDUCATION -- INTERLUDE 5: THE BEGINNING FROM THE END -- APPENDIX 1: THE MONOLOGUES -- THE MATH LESSON -- ON STAGE ON BOTH -- IF WE SHADOWS HAVE OFFENDED -- GALLOP APACE -- REFLECTIONS ON TEACHING -- TODAY�S THE DAY -- REFERENCES | |
| 546 | |a English. | ||
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| 650 | 0 | |a Arts in education. | |
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