Theatre roots, learning routes: educating through formal theatre productions in higher education – a self-study.
| dc.contributor.advisor | Singh, Lorainne. | |
| dc.contributor.author | Meskin, Tamar. | |
| dc.date.accessioned | 2023-03-22T08:54:58Z | |
| dc.date.available | 2023-03-22T08:54:58Z | |
| dc.date.created | 2021 | |
| dc.date.issued | 2021 | |
| dc.description | Doctoral Degree. University of KwaZulu-Natal, Durban. | en_US |
| dc.description.abstract | My study grew out of a desire to root my research in my creative practice as both drama lecturer and director of formal theatre productions in higher learning institutions. From my own lived experience, I knew that participation in such formal theatre productions as a student had played a significant role in shaping not just my drama education, but my sense of self. The interplay between these ideas generated my core research question: What is the value of formal theatre productions in a higher education context in relation to teaching and learning? In this study, therefore, I employ a personal history self-study approach to investigate the relationship between the two aspects of my role as a university lecturer in drama—teaching and directing—through interrogating formal theatre productions as sites of teaching and learning. This involves four areas of analysis: First, I explore my identity as a directorteacher, working on formal theatre productions in a South African institution of higher learning. Second, I examine the educational potential of formal theatre productions within the discourses of both dramatic education and broader educational theory in order to develop my personal educational philosophy. Third, I investigate the experiences of students who participated in formal theatre productions I directed, and colleagues who have co-directed such productions with me, using Creative Analytic Practice in the form of a data play to discover the kinds of learning that emerge from participation in such projects. Finally, I draw on these ideas to formulate a model for what I call Production-Based Learning and define a role for myself as a director-teacher. From my analysis, I identify eight different kinds of learning that emerge from participation in formal theatre productions: disciplinary, personal, interactional, emotional, expressive, responsive, cultural, and organisational learning. This demonstrates the power of formal theatre productions as facilitators of both disciplinary and life-learning, and indicates the potential of Production-Based Learning as a pedagogic practice for drama in higher education. | en_US |
| dc.identifier.uri | https://researchspace.ukzn.ac.za/handle/10413/21388 | |
| dc.language.iso | en | en_US |
| dc.subject.other | Formal theatre productions. | en_US |
| dc.subject.other | Participation in formal theatre productions. | en_US |
| dc.subject.other | Production-based Learning. | en_US |
| dc.subject.other | Drama teaching and directing. | en_US |
| dc.subject.other | South African institution of higher learning. | en_US |
| dc.title | Theatre roots, learning routes: educating through formal theatre productions in higher education – a self-study. | en_US |
| dc.type | Thesis | en_US |