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- W2826202833 abstract "With an emphasis on self-study and the connections between the personal and the professional domain, the authors reflect upon their teaching practice on a postgraduate theatre-based course using the research methodology of a/r/tography. The aim was to develop understanding of teacher/student roles and how these can affect learning. Through researcher reflexivity, focus groups and questionnaires, data were captured from students/participants responding to a video of the researcher’s solo performance work. The research presents itself through three a/r/tographic renderings. First, the experience of seeing tutors in unfamiliar roles is considered. Second, the impact of witnessing tutors taking risks as a performer and being vulnerable is discussed and, lastly, the work illuminates new ways of opening up as teachers. The authors explore how the student’s/participant’s perception of them as tutors seemed to change after witnessing them as artists and how this impacted upon student’s learning for their own assessed performance pieces." @default.
- W2826202833 created "2018-07-19" @default.
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- W2826202833 date "2018-07-11" @default.
- W2826202833 modified "2023-09-23" @default.
- W2826202833 title "An a/r/tographic exploration of engagement in theatrical performance: What does this mean for the student/teacher relationship?" @default.
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- W2826202833 doi "https://doi.org/10.1177/1474022218787167" @default.
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