This book reflects the changes in technology and educational trends (cross-disciplinary learning, entrepreneurship, first-year learning programs, critical writing requirements, course assessment, among others) that have pushed theatre educators to innovate, question, and experiment with new teaching strategies. The text focuses upon a firm practice-based approach that also reflects research in the field, offering innovative and proven methods that theatre educators may use to actively engage students and encourage student success. The sixteen essays in this volume are divided into five sections: Teaching with Digital Technology, Teaching in Response to Educational Trends, Teaching New Directions in Performance, Teaching Beyond the Traditional, and Teaching Collaboratively or Across Disciplines. Study of this book will provoke readers to question both teaching methods and curricula as they consider the ever-shifting arts landscape and the potential careers for theatre graduates.
Auflage
Softcover reprint of the original 1st ed. 2018
Sprache
Verlagsort
Verlagsgruppe
Springer International Publishing
Zielgruppe
Illustrationen
7
7 s/w Abbildungen
XIX, 310 p. 7 illus.
Maße
Höhe: 210 mm
Breite: 148 mm
Dicke: 19 mm
Gewicht
ISBN-13
978-3-030-07852-2 (9783030078522)
DOI
10.1007/978-3-319-89767-7
Schweitzer Klassifikation
Anne Fliotsos is Professor of Theatre at Purdue University, USA. Her books include Teaching Theatre Today: Pedagogical Views of Theatre in Higher Education, American Women Stage Directors of the Twentieth Century, International Women Stage Directors, and Interpreting the Play Script: Contemplation and Analysis.
Gail S. Medford is Professor and Chair of the Department of Fine and Performing Arts at Bowie State University, USA. In addition to scholarly papers and publications, she is co-editor of Teaching Theatre Today: Pedagogical Views of Theatre in Higher Education.
Introduction Gail S. Medford and Anne Fliotsos.-Part I Teaching with Digital Technology Approaches to "Audience-Centered" Performance: DesigningInteraction for the iGeneration William W. Lewis.-This Is the Dawning of the Age of the Online Course:Reimagining Introduction to Theatre Elizabeth A. Osborne and Shelby Lunderman"I Had Never Danced in a Bathroom Before": Using Audio Walks to Engage Theatre Students in the World Outside the Classroom James McKinnon.-Digital Storytelling Pedagogies, Processes and Performances:.-Two Case Studies Amy Petersen Jensen and Megan AlrutzPart II Teaching in Response to Educational Trends Theatre Assessment for Teaching and Learning Jane Duncan, Bradley W. Griffin, and Travis Malone.-Teaching Critical Writing in the World Theatre Course: WAC Pedagogy and the Scaffolded Research Paper Kelly Aliano and Dongshin Chang.-Theatre and the First-Year Experience: Activitiesfor Transdisciplinary Teaching Stacey Connelly.-Part III Teaching New Directions in Performance.-Training Actors with Disabilities Deric McNis.-The Intracultural Actor: Embracing Difference in Theatre Arts Teaching Chris Hay and Kristine Landon-Smith.-The Entrepreneurial Actor: A Study of Training Programs in Anglophone Countries Abroad Peter Zazzali.-Part IV Teaching Beyond the Traditional.-Pirated Pedagogy: Repurposing Brecht's Performance Techniques for Revolutions in Teaching Ann M. Shanahan.-Learning Theatre from Children Jeanne Klein.-Generating Ethics and Social Justice in Applied TheatreCurricula Sally Bailey and Paige Dickinson.-Part V Teaching Collaboratively or Across Disciplines .-Problem-Based Learning and Studio Instruction in Theatre Technology: A Case Study Rich Dionne.-Teaching the "Intangibles": Building Pedagogical BridgesBetween Business, Entrepreneurship, and Theatre Emily Rollie.-Cities as Studios: An Interdisciplinary Approach to Community-Engaged Theatre Through the CitySpeak Project Thomas E. Conroy, Sam O'Connell, and Adam ZahlerIndex
