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...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Carter, Mindy R. (Autor)
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Rotterdam, Netherlands : Sense Publishers, 2014.
Temas:
Arts in education.
Education > Research.
Arts en éducation.
ART > Performance.
ART > Reference.
Arts in education
Education > Research
onderwijs
education
Education (General)
Onderwijs (algemeen)
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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
  • 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
  • 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
  • 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
  • TODAYâ€?S THE DAY
  • REFERENCES

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