Showing papers by "Royal Central School of Speech and Drama published in 2016"
TL;DR: In this article, a metaphor of polyphonic conversations is offered as an amplification of the applied theatre practical research methodological terrain, encouraging the basis of many sets of voices contributing to research and potentially negotiating concerns about power hierarchies.
Abstract: Applied theatre practice as research might be perceived as a curious conflation. Not greatly foregrounded in the literature on applied theatre or performance practice as research, this article engages with the particularities of such a pairing. Beginning with identifying why a consideration is timely, ‘the practice as research’ and ‘social’ turns are invoked and analysed as relevant contexts to consider applied theatre practice as research. Two projects are offered, providing specific examples for discussion. Revealed by increased scrutiny, some broader epistemological questions emerge concerning power, hierarchy of knowledge and research ‘authoring’. A metaphor of polyphonic conversations is offered as an amplification of the applied theatre practical research methodological terrain. Encouraging the basis of many sets of voices contributing to research and potentially negotiating concerns about power hierarchies and knowledge production, the metaphor provokes a fluidity of epistemology, including...
22 citations
TL;DR: In this paper, a grounded theory investigation examines how this theme might impact female podcasters by seeking to answer the question: How is vocal authority being qualified in the medium of podcasting? And they conclude that, while conventional vocal authority in other communication and performance mediums may have a gendered slant, achieving one's "vocal authority" means finding one's individual authenticity.
Abstract: There is a burgeoning conversation happening in various media outlets regarding the “authoritative voice.” A dominant theme in the discussion is that women’s voices often lack authority. This grounded theory investigation examines how this theme might impact female podcasters by seeking to answer the question: How is “vocal authority” being qualified in the medium of podcasting? The study concludes that, while conventional vocal authority in other communication and performance mediums may have a gendered slant, in podcasting, achieving one’s “vocal authority” means finding one’s individual authenticity.
10 citations
TL;DR: Taylor and Francis as discussed by the authors explored and evaluated a cross-disciplinary small-scale project using applied theatre in social work education, where students could practice empathic engagement, understanding of the needs of children who have been sexually abused and their protective parents/carers and engage in the complexities of working with family members who may be resistant.
Abstract: © 2015 Taylor & Francis This article explores and evaluates a cross-disciplinary small-scale project using applied theatre in social work education. The aim was to provide an ‘Affective Encounter’ where students could practice empathic engagement, understanding of the needs of children who have been sexually abused and their protective parents/carers and engage in the complexities of working with family members who may be resistant. The workshop took place five times over a period of three years and was attended by children and families social workers on a one year post-qualifying graduate diploma course. While the use of verbatim theatre does not offer a guarantee of factual truth, it provided the students with some performed moments of personal testimony which was taken word-for-word from mothers whose children had been sexually abused. This allowed the social workers to hear the marginalised narratives of the protective mothers and to practice without a negative impact on the service user. The evaluation identified from self-report the development of emotional and practical skills and knowledge of available resources. This paper focuses on the emotional skills reported and two emerging themes are discussed: learning for humane practice, and the use of this pedagogical approach to encourage affective reflection.
9 citations
TL;DR: In this article, two performances of place involving graffiti and skateboarding are discussed, one by SKL0, an urban artist in Singapore, and the other by Long Live Southbank (LLSB) campaign to resist the relocation of Undercroft, an appropriated skate space in London.
Abstract: This article reflects on two performances of place involving graffiti and skateboarding: the first looks at a graffiti intervention by SKL0, an urban artist in Singapore, and the second examines the Long Live Southbank (LLSB) campaign to resist the relocation of Southbank's Undercroft, an appropriated skate space in London. SKL0 and LLSB have galvanised significant public support, suggesting that it is possible to negotiate the aesthetics of a city (in the case of SKL0) and the visibility of (sub)cultures within publicly funded cultural institutions at Southbank Centre. Extending Michel de Certeau's concept of walking as a speech act that articulates possible paths of movement across a landscape, the article suggests that these performances of place demonstrate the possibility of outcomes initially perceived as impossible.
8 citations
TL;DR: A new-found boost in the value assigned to clown training and its practitioners has also visibly filtered into the public arena, via tributes paid by household names such as Sacha Baron Cohen, or Edinburgh Perrier award-winner Phil Burgers (Dr Brown) and others, to master clown teachers such as Philippe Gaulier as discussed by the authors.
Abstract: Over the last half-century, clown workshops and training, since Jacques Lecoq's experiments teaching clowning in the early 1960s, have gained considerable status within the field of performer training. A new-found boost in the value assigned to clown training and its practitioners has also visibly filtered into the public arena, via tributes paid by household names such as Sacha Baron-Cohen, or Edinburgh Perrier award-winner Phil Burgers (Dr Brown) and others, to master clown teachers such as Philippe Gaulier. However, clown training remains a relatively isolated niche in the wider worlds of acting or comedy and, outside the confines of the clown workshop, very little is known about just what the value of clown training might be, or indeed what it is. Are the experiences of students and teachers of clowning alike, which are often reported to be ‘life-changing’, destined to lie neglected as traces in the personal memories of participants? Or can they be documented and disseminated in such a way tha...