Toward a Grounded Dramaturgy: Using Grounded Theory to Interrogate Performance Practices in Theatre for Early Years

Fletcher-Watson, Ben

doi:10.1080/08929092.2013.837706

Cited by 9 publications

(5 citation statements)

References 11 publications

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“…Data were processed following the method of Bernard and Ryan (2010) and Fletcher-Watson (2013). The vivencias were audio-recorded.…”

Section: Data Processingmentioning

confidence: 99%

Social-Emotional Aspects of the Biodanza Space in Kindergarten

Zilka¹

2023

IES

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This study examined the implementation of a biodanza program in a kindergarten for five-year-olds. The purpose of the project was to understand the contribution of biodanza to social-emotional learning (SEL) of kindergarten children. The exposure of children to biodanza made it possible to stimulate a social-emotional aspects of children’s development: to promote closeness and a sense of belonging to a group, and to encourage children to open up, express themselves, and show initiative. This was a qualitative case study carried out in 2017-2019 in Israel. The findings of this study suggest that the introduction of biodanza into kindergarten encouraged coping closeness, emotional and social expression, and social initiative. Biodanza created social situations that aroused the children’s curiosity to discover many and varied points of view and to cultivate empathy and acceptance. The data have revealed that collective games should be integrated into vivencias, to offer activities that allow the formation of spontaneous connections between the children, in the form of games. In time, the vivencia space was filled with the children’s laughter, and positive gestures multiplied.

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“…Data were processed following the method of Bernard and Ryan (2010) and Fletcher-Watson (2013). The vivencias were audio-recorded.…”

Section: Data Processingmentioning

confidence: 99%

Social-Emotional Aspects of the Biodanza Space in Kindergarten

Zilka¹

2023

IES

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“…We chose to adapt Flight to our practice-based research because local educators were familiar with it and also because it provides a common language and guides our creative team with an early childhood lens to develop meaningful collaborations with very young children so well. As theatre makers and researchers, we are familiar with a wide range of other theories related to dramaturgies for very young children (e.g., Fletcher-Watson 2013, 2016Fletcher-Watson et. al 2014;Hovik 2015Hovik , 2019Nagel and Hovik 2016;Patel 2020;Patel, Schnädelbach and Koleva 2018;Wartemann 2009), and a range of relevant theories and approaches related to play and playfulness.…”

Section: What's the Flight Plan? Working With Flight Pbr And Very You...mentioning

confidence: 99%

“…While "the way young children process interactions through their embodied experience [calls] for a performance where the senses are central to the design" (Patel, Schnädelbach, and Koleva 2018, 376), we do not seek to create performances that suggest obvious, or worse, "correct" interpretations. Fletcher-Watson (2015), along with Hovik (2015), describe this form of participatory theatre as "tyrannic" in that children cannot choose how they want to respond or when.…”

Section: Flight-assisted Performance-based Researchmentioning

confidence: 99%

Creative Process and Co-Research with the Early Years through Flight

Ayles,

Fitzsimmons Frey,

Leach

2023

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Practice-based research that meaningfully engages with very young children (ages eighteen months to five years) as co-researchers presents wonderful opportunities to co-imagine possibilities together, but it also presents challenges related to communication, a democratic process, and children’s agency. In this article, we discuss how The Urban Wildlife Project uses Flight: Alberta’s Early Learning and Care Framework to help our creative team have a relationship-centred process. We discuss how Flight’s core values of play and playfulness inform our process, how Flight’s “Cycle of Co-Inquiry” and emphasis on understanding children’s meaning-making honours children as citizens, and how several key concepts--including “co-,” a specific conception of children and childhood, play and play-informed meaning-making, and making magic--enable us to include very young children as co-researchers in our co-creation and co-imagination practices.  To illuminate how the process works, we offer two examples of how we are using Flight to inform our practice-based research processes with the early years demographic, and to create meaningful immersive theatre experiences for all participants.

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“…Data were processed following the method of Bernard andRyan (2010) andFletcher-Watson (2013). The vivencias were audio-recorded.…”

Section: Data Processingmentioning

confidence: 99%

Biodanza and the Implementation of the Principle of Biocentric Education in Kindergartens

Zilka¹

2022

RES

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This study examined the introduction of biodanza to kindergartens together with the implementation of the principle of biocentric education, with emphasis on affectivity, to create an affectionate climate and to encourage meaningful interactions between children, and between the kindergarten staff and the children. The research question was: How would introducing biodanza and implementing biocentric education in kindergartens achieve these objectives? This was a qualitative study. The data were collected in Israel in the years 2017-2019. The study findings show that biodanza in kindergartens allowed for situations that required children to deal with emotional and social aspects of their interactions. As a result, positivity resonance in the kindergarten intensified greatly, and the atmosphere became more and more affectionate, accepting, and sharing, and positive gestures increased substantially. Communication between the kindergarten staff and the children underwent a change and became considerably more affectionate, compared to what it had been at the beginning of the process.

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Toward a Grounded Dramaturgy: Using Grounded Theory to Interrogate Performance Practices in Theatre for Early Years

Cited by 9 publications

References 11 publications

Social-Emotional Aspects of the Biodanza Space in Kindergarten

Social-Emotional Aspects of the Biodanza Space in Kindergarten

Creative Process and Co-Research with the Early Years through Flight

Biodanza and the Implementation of the Principle of Biocentric Education in Kindergartens

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