ab s t rac tTwo university English seminars were video-recorded to provide data for a pilot project investigating how English is produced or 'actualized' in teaching and learning encounters. The project is positioned within three contexts: national policy about higher education teaching; current research about higher education pedagogy; and, the history and politics of university English. The main aim of the article is to explicate a methodology that takes as its data actual moments of teaching, captured on video tape, and the teachers' commentary on them. It analyses these records with reference to theories about rhetoric. k e ywo r d s actualization, English, ideational, inter-personal, pedagogy, production, rhetoric, rhetor i n t r o d u c t i o n Th i s art i c l e d e sc r i b e s and discusses a pilot project designed to answer the question 'What is university English when it is taught and learned?' There[ 2 4 7 ]
Despite the growing interest amongst gerontologists and literary and cultural scholars alike, in arts participation, ageing and the artistic outputs of older people, comparatively little attention has yet been paid to theatre and drama. Likewise, community or participatory theatre has long been used to address issues affecting marginalised or excluded groups, but it is a presently under-utilised medium for exploring ageing or for conveying positive messages about growing older. This paper seeks to address this lack of attention through a detailed case study of the place of one particular theatre -the Victoria/New Victoria Theatre in North Staffordshire, England -in the lives of older people. It provides an overview of the interdisciplinary Ages and Stages project, which brought together social gerontologists, humanities scholars, psychologists, anthropologists and theatre practitioners, and presents findings from: the archival and empirical work exploring the theatre's pioneering social documentaries and its archive; individual/couple and group interviews with older people involved with the theatre (as audience members, volunteers, employees and sources); and ethnographic data gathered throughout the study. The findings reaffirm the continuing need to challenge stereotypes that the capacity for creativity and participation in later life unavoidably and inevitably declines; show how participation in creative and voluntary activities shapes meanings associated with key life transitions such as bereavement and retirement; and emphasise the positive role that theatre and drama can play as a medium for the inclusion of both older and younger people.
Despite increasing evidence that continued engagement in creative activities is beneficial as we navigate later life, we still know comparatively little about what participation in theatre, and specifically in theatre-making, means to participants. This chapter presents selected findings from a detailed interdisciplinary case study of one particular theatre - the Victoria/New Victoria Theatre in North Staffordshire - in the lives of older people. The chapter describes how the project took shape; how each of its three strands (archival, interview and performative) developed; and how its rich and complex data set has been used: with a focus on articulating the place of the theatre in people’s lives, and on their understandings of its role in relation to ageing and later life.
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