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Teachers, arts practice and pedagogy

Franks, Anton; Thomson, Pat; Hall, Chris; Jones, Ken

Authors

Anton Franks anton.franks@nottingham.ac.uk

Pat Thomson patricia.thomson@nottingham.ac.uk

Chris Hall christine.hall@nottingham.ac.uk

Ken Jones ken.jones@gold.ac.uk



Abstract

What are possible overlaps between arts practice and school pedagogy? How is teacher subjectivity and pedagogy affected when teachers engage with arts practice, in particular, theatre practices? We draw on research conducted into the Learning Performance Network (LPN), a project that involved school teachers working with the Royal Shakespeare Company and the University of Warwick. The aim of the commissioned research was to look at the effects on teacher development, focusing on the active rehearsal room pedagogic techniques and ensemble methods of exploring Shakespearean text and performance. The practices of working as an ensemble through rehearsal room pedagogy were central to the LPN. Our interest is in looking for possible shifts in teachers’ subjectivity, their self-perception. What affordances, limitations, accommodations and tensions are experienced by the teachers in transposing work from the rehearsal room to the classroom? We draw on a range of cultural theories that provide complementary perspectives on aspects of subjectivity; these include Vygotskian approaches to the psychology of art and acting. Raymond Williams’s work on the ‘dramatized society’ and Jacques Rancière’s work on spectatorship and pedagogy. Data in the form of excerpts from field notes, taken in an introductory workshop where teachers worked with theatre practitioners, and from transcribed interviews with participants in the project are used to provide evidence of shifts in perspective, self-perception and pedagogic practice.

Journal Article Type Article
Publication Date Jun 3, 2014
Journal Changing English
Print ISSN 1358-684X
Electronic ISSN 1358-684X
Publisher Taylor & Francis (Routledge)
Peer Reviewed Peer Reviewed
Volume 21
Issue 2
APA6 Citation Franks, A., Thomson, P., Hall, C., & Jones, K. (2014). Teachers, arts practice and pedagogy. Changing English, 21(2), doi:10.1080/1358684X.2014.897042
DOI https://doi.org/10.1080/1358684X.2014.897042
Keywords Teacher subjectivity, Meaning-making, Rehearsal room pedagogy
Publisher URL http://www.tandfonline.com/doi/abs/10.1080/1358684X.2014.897042
Copyright Statement Copyright information regarding this work can be found at the following address: http://eprints.nottingh.../end_user_agreement.pdf
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis Group in Changing English on 03/06/2014, available online: http://dx.doi.org/10.1080/1358684X.2014.897042

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Copyright Statement
Copyright information regarding this work can be found at the following address: http://eprints.nottingham.ac.uk/end_user_agreement.pdf





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