Delineating a Spectrum of Research-Based Theatre

Beck, Jaime L.; Belliveau, George; Lea, Graham W.; Wager, Amanda Claudìa

doi:10.1177/1077800411415498

Cited by 65 publications

(70 citation statements)

References 24 publications

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“…For us, the writing of the dramatic scripts was very specific, with an intention to create a "text-centered performance" (Beck, Belliveau, Lea & Wager, 2011). The audiences we imagined were those who might attend academic and professional conferences and workshops, including other literacy researchers, university faculty, K-12 educators, teacher candidates, and the participants themselves.…”

Section: Research-based Theatrementioning

confidence: 99%

“…Arts-based research approaches, including research-based theatre, offer researchers a mode for research writing that conveys the stories and insights gained through research via compelling performance texts (Beck, Belliveau, Lea & Wager, 2011;Denzin, 2003b;Mackenzie & Belliveau, 2011). Research-based theatre offers researchers and readers/audiences a platform for noticing and helping to name how the individual relates to a collective, within the larger enterprise of engaging in the arts as a vehicle for moving towards more democratic education and social justice.…”

Section: Research-based Theatrementioning

confidence: 99%

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Staging Teachers’ Stories: Performing Understandings of Writing and Teaching Writing

Honeyford¹,

Serebrin²

2015

L & L

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In response to concerns about declining writing instruction in K-12 classrooms, this qualitative interview study draws on research-based theatre to better understand teachers' experiences teaching writing in one Canadian province. Through dramaturgical coding of transcripts, we examine teachers' objectives, conflicts, and tactics in teaching writing, as well as the significant role of educators' subjectivities as writers and writing teachers, the settings in which they work, the people who influence their thinking and practice, and their engagement in reflexive inquiry. Two drama-based vignettes explore these themes. We then discuss implications for creating a province-wide professional learning network in critical writing pedagogies.As literacy researchers and teacher educators with close ties to schools, community, and professional education organizations, we began this study with general impressions about the current landscape of writing education in the province. We had observed that writing workshops once commonplace in the province were now a rarity, and it seemed to us that writing pedagogy had been pushed to the margins of curriculum. Across grade levels, in locations where attention to the teaching of writing had persisted, it appeared to have become increasingly standardized and prescriptive. And consistent with researchers' findings beyond our provincial and national borders, we had noticed and heard from local educators that many students, of all ages, faced a "writing diet that [was] formulaic . . .[did] not connect to their lives, and [did] not provide opportunities to grapple with, and think on paper about, socially significant issues and ideas" (Flint & Laman, 2014, p. 72).As a check on these assumptions, we were fortunate to have professional relationships with practitioners across the province, known to us (and to local practitioners) for their passion for writing, advocacy and alliances with their students, and commitment to create meaningful writing engagements. It was to these practitioners and their "insider perspectives" (Cochran-Smith & Lytle, 1993) that we turned in order to better understand the shifting landscape of writing education. We hoped to gain insights about the kinds of professional learning resources, supports, and networks that would be necessary to revive the rich writing legacy of the province and to set a future course for writing pedagogies that call "critical understandings of language, text, discourse and subjectivity" into classroom practice (Kamler, 2001, p. x).

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Section: Research-based Theatrementioning

confidence: 99%

Section: Research-based Theatrementioning

confidence: 99%

Staging Teachers’ Stories: Performing Understandings of Writing and Teaching Writing

Honeyford¹,

Serebrin²

2015

L & L

View full text Add to dashboard Cite

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“…This divergence can impede policy making (Ascher, Steelman, & Healy, 2010;Larson, White, Gober, Harlan, & Wutich, 2009;. At the same time, it has been pointed out that flexible, multidirectional, and iterative engagement is needed for science-policy interactions (Lemos & Morehouse, 2005) and also for hearing and responding to diverse stakeholder voices to achieve effective deliberative processes (Beck, Belliveau, Lea, & Wager, 2011;Ney, 2009;Thompson & Hoggett, 2001). Hence, engaging the three key players needs to be more than an outreach activity, it is a social process that lends itself to social science inquiry (Crona & Figure 1.…”

Section: The Research-policy Gapmentioning

confidence: 99%

“…Arts-based approaches are increasingly being employed as a way for conducting and disseminating research in scholarly settings (Beck et al, 2011). Artistic expression has been used as a means of gathering, analyzing, and disseminating data (Kerry-Moran, 2008;Rossiter et al, 2008), especially in the education field .…”

Section: Arts-based Knowledge Mobilization Policy Spacesmentioning

confidence: 99%

Of Research Pings and Ping–Pong Balls

Strickert

Bradford

2015

International Journal of Qualitative Methods

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Communicating research information to stakeholders can be challenging, but it increases research uptake and impact beyond the academic audience. Using art-based methods to convey research results has been shown to be very effective in reaching diverse audiences. The project reported herein used Forum Theater to convey study results on different perspectives about water security. Performances included built-in data collection procedures, which verified previous research findings from more conventional study types. Postperformance focus groups examined the efficacy of Forum Theater for research communication. Audience members suggested that the play was very engaging and a salient, credible, and legitimate means of communicating research results. Implications for researchers, policy makers, and stakeholders are discussed.

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“…It has been used, for example, as an educational process in the health sciences and the health-care field (Colantonio et al, 2008;Grassau et al, 2006;Gray et al, 2000;Nisker, 2008;Wager et al, 2009). After collecting data, RBT researchers integrate and theatricalise the data into a script, which is then rehearsed and performed by the researchers themselves or actors (Beck et al, 2011;White and Belliveau, 2011). Our emphasis is on RBT as a way by which the employees of an organisation can become more reflexive in their interaction with customers.…”

Section: Introductionmentioning

confidence: 99%

Collective voicing as a reflexive practice

Pâssilä

Oikarinen

Harmaakorpi

2013

Management Learning

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This article focuses on the co-construction of a reflexive practice in a public health-care organisation. We study how the reflexive methods of applied drama and theatre facilitate 'collective voicing', specifically in the context of dental health-care professionals' reflections on their own practices in perplexed situations. Our emphasis is on research-based theatre as a way by which the employees of an organisation can become more reflexive in their relationship with customers. This study makes use of the research-based theatre approach, illustrating how various voices -even those of young customers -are expressed, heard and discussed in order to interpret the status quo of perplexed situations and relationships and to imagine possible choices for disentangling the perplexity. Our study demonstrates the value of post-Boalian applied drama and theatre practices and presents a path for collective voicing as a learning process enabling reflexive practice in organisations.

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Delineating a Spectrum of Research-Based Theatre

Cited by 65 publications

References 24 publications

Staging Teachers’ Stories: Performing Understandings of Writing and Teaching Writing

Staging Teachers’ Stories: Performing Understandings of Writing and Teaching Writing

Of Research Pings and Ping–Pong Balls

Collective voicing as a reflexive practice

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