Access the full text.
Sign up today, get DeepDyve free for 14 days.
G. Belliveau (2006)
Engaging in Drama: Using Arts-Based Research to Explore a Social Justice Project in Teacher Education.International Journal of Education and the Arts, 7
Tara Goldstein (2008)
Multiple Commitments and Ethical Dilemmas in Performed Ethnography
Mindy Carter (2016)
Postcards from prison: An Auto-phenomenological InquiryJournal of curriculum theorizing, 31
D. Conrad (2004)
Exploring Risky Youth Experiences: Popular Theatre as a Participatory, Performative Research MethodInternational Journal of Qualitative Methods, 3
(2016)
Postcards from prison: an autophenomenological inquiry
Hala Mreiwed, Mindy Carter, Abigail Shabtay (2017)
Building classroom community through drama educationNJ, 41
Susie Garvis, D. Pendergast (2011)
An Investigation of Early Childhood Teacher Self-Efficacy Beliefs in the Teaching of Arts EducationInternational Journal of Education and the Arts, 12
P. Palmer (1997)
The Heart of a Teacher Identity and Integrity in TeachingChange: The Magazine of Higher Learning, 29
H. Cahill (2006)
Research Acts: Using the Drama Workshop as a Site for conducting Participatory Action ResearchNJ, 30
J. Norris (2008)
A Quest for a Theory and Practice of Authentic Assessment: An Arts-Based Approach, 2
Mindy Carter, David Beare, G. Belliveau, R. Irwin (2011)
A/r/tography as Pedagogy: A Promise without Guarantee., 38
H. Sykes, Tara Goldstein (2004)
From performed to performing ethnography: translating life history research into anti‐homophobia curriculum for a teacher education programTeaching Education, 15
G. Barton (2013)
The Arts and Literacy: What Does it Mean to be Arts Literate?International Journal of Education and the Arts, 14
Peter Gouzouasis, R. Irwin, Emily Miles, A. Gordon (2013)
Commitments to a Community of Artistic Inquiry: Becoming Pedagogical through A/r/tography in Teacher Education.International Journal of Education and the Arts, 14
J. Norris (2000)
Drama as Research: Realizing the Potential of Drama in Education as a Research MethodologyYouth Theatre Journal, 14
Graham Lea, G. Belliveau, A. Wager, Jaime Beck (2011)
A Loud Silence: Working with Research-Based Theatre and A/R/Tography.International Journal of Education and the Arts, 12
Barry Oreck (2006)
Artistic Choices: A Study of Teachers Who Use the Arts in the ClassroomInternational Journal of Education and the Arts, 7
The purpose of this paper is to explore a case study of a group of preservice teachers that took part in a playbuilding process as part of a drama education course at a Canadian University. The paper focusses on ten preservice teachers’ creation in original theatrical production, The Teacher Diaries: a collage of stories based on the preservice teachers’ lived experiences as teacher candidates. Through a discussion of the playbuilding process, the techniques used, and an analysis of three scenes, this paper addresses the question: How can playbuilding and performance help preservice teachers “become pedagogical”?Design/methodology/approachThe paper focusses on ten preservice teachers’ creation in original theatrical production, The Teacher Diaries: a collage of stories based on the preservice teachers’ lived experiences as teacher candidates. Through a discussion of the playbuilding process, the techniques used, and an analysis of three scenes, this paper addresses the question: How can playbuilding and performance help preservice teachers “become pedagogical”?FindingsThe primary understanding that emerged from this research was how playbuilding can be used as a holistic participatory research method in which participants conduct research, analyse, thematise, implement and disseminate data throughout the creative process.Research limitations/implicationsAs researchers of this playbuilding process, the authors have come to realise that when using playbuilding as a method for research and arts creation there is an overlapping of understanding and analysis of the research findings that is a continual part of the research process. Rather than simply collecting data, analysing it and drawing conclusions from the previously identified data, the whole process becomes a research experience. As seen above, participants were continually coming up with insights throughout the process that informed the creation, growth and change of their scenes so that they could create a final product.Practical implicationsDrawing on a case study of ten preservice teachers, and their original performance piece The Teacher Diaries, this paper set out to determine how the playbuilding process can be used to help preservice teachers develop pedagogically. Several scholars have already noted that creating collaborative theatre is a reflective, inquiry-based process (Belliveau, 2006; Cahill, 2006; Carter et al., 2011; Conrad, 2004; Goldstein, 2008), and that the creation and performance of live theatre allows participants to interact with audiences in ways that written material cannot (Norris, 2000, 2008).Social implicationsThroughout the playbuilding process, the preservice teachers engaged in storytelling, improvisation, reflection and dialogue. Working collaboratively, the preservice teachers were able to identify similarities in their experiences and develop a supportive community where they could share stories and resources (see Mreiwed et al., 2017 for more discussion of community development through drama).Originality/valueBecause of this, the members of Team Awesome were inspired to create a pamphlet (including tips and links to government and other online resources) to share with their peers following the performance. While this was simply one case study, the results of this study indicate that the playbuilding process has great potential for use in helping educators “become pedagogical” through collaboration, reflection, articulation of needs, community-building and the sharing of resources in preservice teacher education.
Qualitative Research Journal – Emerald Publishing
Published: Oct 16, 2019
Keywords: Teacher education; Drama education; Playbuilding; Drama-based research
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.