From ‘discovered’ to ‘constructivist’ in applied theatre programmes: Preparing postgraduate students as future artist-educators

2.50
Hdl Handle:
http://hdl.handle.net/2436/620314
Title:
From ‘discovered’ to ‘constructivist’ in applied theatre programmes: Preparing postgraduate students as future artist-educators
Authors:
Prior, Ross W. ( 0000-0002-1521-5552 )
Abstract:
Applied theatre as a named field is still relatively new yet ‘the range of applied theatre practice is vast; it happens all over the world as part of a grassroots movement involved in social change and community reflection’ (Prendergast & Saxton, vi: 2009). This article explores the underlying teaching philosophies inherent in the published course descriptors of a sample range of eight graduate/postgraduate programmes in applied theatre across three countries. The selection of these programmes, although somewhat random, has been based upon their prominence within academic parlances and those that provide programme documents in English. Consequently the representative sample survey is across one cross-section of postgraduate provision and is analysed in order to extract a range of philosophical themes underpinning learning and teaching. In distilling these philosophies the article presents a discussion of how the subject knowledge of applied theatre work ranges from ‘discovered’ to ‘constructivist’ in nature. In Ross W. Prior 40 turn these themes are interrogated against published research in the field and postulate on how applied theatre programmes might further consider the ways in which they adequately prepare their students as future artist-educators to work in this diverse and challenging field. An outcome of the survey revealed grand claims made in the published programme descriptors.
Publisher:
NEW YORK UNIVERSITY
Journal:
ArtsPraxis, Volume 3, pp. 39–55, 2016.
Issue Date:
2016
URI:
http://hdl.handle.net/2436/620314
Additional Links:
http://steinhardt.nyu.edu/music/artspraxis/3/
Type:
Article
Language:
en
Description:
© Ross W. Prior, 2016. The definitive, peer reviewed and edited version of this article is published in ArtsPraxis, Volume 3, pp. 39–55, 2016.
ISSN:
1552-5236
Appears in Collections:
FOA

Full metadata record

DC FieldValue Language
dc.contributor.authorPrior, Ross W.en
dc.date.accessioned2016-12-19T15:14:51Z-
dc.date.available2016-12-19T15:14:51Z-
dc.date.issued2016-
dc.identifier.issn1552-5236en
dc.identifier.urihttp://hdl.handle.net/2436/620314-
dc.description© Ross W. Prior, 2016. The definitive, peer reviewed and edited version of this article is published in ArtsPraxis, Volume 3, pp. 39–55, 2016.en
dc.description.abstractApplied theatre as a named field is still relatively new yet ‘the range of applied theatre practice is vast; it happens all over the world as part of a grassroots movement involved in social change and community reflection’ (Prendergast & Saxton, vi: 2009). This article explores the underlying teaching philosophies inherent in the published course descriptors of a sample range of eight graduate/postgraduate programmes in applied theatre across three countries. The selection of these programmes, although somewhat random, has been based upon their prominence within academic parlances and those that provide programme documents in English. Consequently the representative sample survey is across one cross-section of postgraduate provision and is analysed in order to extract a range of philosophical themes underpinning learning and teaching. In distilling these philosophies the article presents a discussion of how the subject knowledge of applied theatre work ranges from ‘discovered’ to ‘constructivist’ in nature. In Ross W. Prior 40 turn these themes are interrogated against published research in the field and postulate on how applied theatre programmes might further consider the ways in which they adequately prepare their students as future artist-educators to work in this diverse and challenging field. An outcome of the survey revealed grand claims made in the published programme descriptors.en
dc.language.isoenen
dc.publisherNEW YORK UNIVERSITYen
dc.relation.urlhttp://steinhardt.nyu.edu/music/artspraxis/3/en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectapplied theatreen
dc.subjectlearning and teachingen
dc.subjectphilosophical themesen
dc.subjectgraduate/postgraduate programmesen
dc.subjectartist-educatoren
dc.subjecthigher educationen
dc.titleFrom ‘discovered’ to ‘constructivist’ in applied theatre programmes: Preparing postgraduate students as future artist-educatorsen
dc.typeArticleen
dc.identifier.journalArtsPraxis, Volume 3, pp. 39–55, 2016.en
dc.date.accepted2016-10-
rioxxterms.funderInternalen
rioxxterms.identifier.projectUoW191216RPen
rioxxterms.versionVoRen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2016-12-19en
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