1,720,971 research outputs found
Digital displacement
No full textDigital displacement refers to a multifaceted sense of displacement experienced by arts practitioners and participants when engaging in an online pedagogy, and the negotiation of challenges and barriers to relocating their creative practice in a virtual environment during the pandemic. This chapter provides a rationale behind how the concept has developed theoretically and an exploration of how this has and will inform arts practice in digital spaces. We situate digital displacement within the conceptual framework of liveness and use examples of practice to illustrate the critical nature of engagement and displacement, embodiment and disembodiment, and connectedness and disconnectedness in experiential, participatory online work
Decolonising performance training:Voice messages from the South African day to the Australian night
No full textThis chapter is drawn from the first stage of performance training in French’s postdoctoral practice-as-research project Decolonising language ideologies in the body that occurred during the COVID-19 pandemic at the University of the Witwatersrand, Johannesburg, South Africa. Given both the persistent issues with the rolling loss of electricity and bandwidth for video calls in South Africa, this project selected voice messages to navigate technological inequalities. The digital reading exchange between authors saw voice messages become meditative, reflective embodied and decolonising pedagogies. This chapter proposes the following factors as key contributors to this decolonisation: the mobilisation and transfer of embodiment within voice messages; the reciprocal and horizontal decisions made in the construction of this new ecology; the emphasis on orality and its relationship to key participants’ learning strengths; and corporeal displacement. Finally, the discussion puts forward processes of belief-building as core to the complex layering and unveiling of embodiment and knowledge within decolonising performance training and a South African higher educational context
The Fabric of Language - Words and the Spaces In-Between Workshop
No full textThe 1.5-hour workshop session on the use of devising for language acquisition focused primarily on non-verbal communication. It was to be followed by a 30-minute discussion of various possible methodologies that could be used to analyse non-verbal communication and kinesthetic learning, to examine this specific creative process and to evaluate how overt physicality affects actors/speakers, though time restrictions meant that this was not possible. The workshop itself is adapted from the work of the Taiwanese theatre company Tainan Jen (shown to me by Helen White - co-founder and a faculty member of the C.U.N.Y. Applied Theatre M.A. programme) and was created originally to examine intercultural collaborative creation. Now, it is geared more towards creating a heightened awareness of physicality in regards to language acquisition and incorporates notions of collaboration, negotiation and exploration. It has a creative improvisational and playful aspect and there various performances are produced from the workshop at the end of the session. Also explored is the related idea of the use of ‘space’ when ‘performing’ language
Let Me Hear Your Body Talk
No full textThis paper describes a research project created to investigate the application of theatre devising strategies to create a heightened awareness of non-verbal language and embodied experience of words in Additional Language (AL) learning and teaching where there tends to be a lack in understanding of the importance and the potential of the body’s involvement in the process. Four workshops in Basel, Switzerland were designed and facilitated with adults from different cultural and linguistic backgrounds as part of my post-graduate doctoral research. I use data generated by an ethnographic approach to fieldwork – analysing interviews, written responses, both participants’ and my own, in the project blog, and observations of responses from participants during the workshops. I discuss the theatrical activities used for this purpose reflecting on the possible effects on participants’ linguistic ability and awareness of their physicality as part of an ongoing research process. I draw on Bourdieu’s notion of linguistic habitus and Merleau-Ponty’s notion of the body experiencing the world to provide a theoretical framework for analysing the processes of these workshops, and to support the development of a theatre practice to support AL learning that I am tentatively calling ‘experiencing the word’ or ‘experience of the word’. I propose that this approach, paying particular attention to learning through the body and language learning as an embodied experience, better provides the pragmatic and social conditions, re-created and rehearsed through drama, needed in learning a foreign language
The Fabric of Language - Words and the Spaces In-Between Workshop
No full textThe 1.5-hour workshop session on the use of devising for language acquisition focused primarily on non-verbal communication. It was to be followed by a 30-minute discussion of various possible methodologies that could be used to analyse non-verbal communication and kinesthetic learning, to examine this specific creative process and to evaluate how overt physicality affects actors/speakers, though time restrictions meant that this was not possible. The workshop itself is adapted from the work of the Taiwanese theatre company Tainan Jen (shown to me by Helen White - co-founder and a faculty member of the C.U.N.Y. Applied Theatre M.A. programme) and was created originally to examine intercultural collaborative creation. Now, it is geared more towards creating a heightened awareness of physicality in regards to language acquisition and incorporates notions of collaboration, negotiation and exploration. It has a creative improvisational and playful aspect and there various performances are produced from the workshop at the end of the session. Also explored is the related idea of the use of ‘space’ when ‘performing’ language
Performing Languages:the use of group devised theatre in additional language learning
No full textThis paper outlines, and presents the initial findings from, a research project investigating and further establishing the connection between applied theatre practice, specifically the use of group devised theatre (collaboratively creating original theatre pieces), and additional language learning and acquisition. The project is a collaboration between the University of Manchester and the NovaTris Institute in the University of Mulhouse with the participants - adults from different cultural and linguistic backgrounds - joining a four-month-long theatre workshop series for English language acquisition aimed at creating a group ensemble to produce a final performance. During the project, the participants participate in various physically-based activities geared towards exploring movements of the human body and the role this plays in communication, specifically in additional language learning. Along with this, there are exercises specifically aimed at voice work. The researcher is investigating how devised theatre and voice work exercises affect confidence and motivation in additional language acquisition
Performing Languages:the use of group devised theatre in additional language learning
No full textThis paper outlines, and presents the initial findings from, a research project investigating and further establishing the connection between applied theatre practice, specifically the use of group devised theatre (collaboratively creating original theatre pieces), and additional language learning and acquisition. The project is a collaboration between the University of Manchester and the NovaTris Institute in the University of Mulhouse with the participants - adults from different cultural and linguistic backgrounds - joining a four-month-long theatre workshop series for English language acquisition aimed at creating a group ensemble to produce a final performance. During the project, the participants participate in various physically-based activities geared towards exploring movements of the human body and the role this plays in communication, specifically in additional language learning. Along with this, there are exercises specifically aimed at voice work. The researcher is investigating how devised theatre and voice work exercises affect confidence and motivation in additional language acquisition
Let Me Hear Your Body Talk
No full textThis paper describes a research project created to investigate the application of theatre devising strategies to create a heightened awareness of non-verbal language and embodied experience of words in Additional Language (AL) learning and teaching where there tends to be a lack in understanding of the importance and the potential of the body’s involvement in the process. Four workshops in Basel, Switzerland were designed and facilitated with adults from different cultural and linguistic backgrounds as part of my post-graduate doctoral research. I use data generated by an ethnographic approach to fieldwork – analysing interviews, written responses, both participants’ and my own, in the project blog, and observations of responses from participants during the workshops. I discuss the theatrical activities used for this purpose reflecting on the possible effects on participants’ linguistic ability and awareness of their physicality as part of an ongoing research process. I draw on Bourdieu’s notion of linguistic habitus and Merleau-Ponty’s notion of the body experiencing the world to provide a theoretical framework for analysing the processes of these workshops, and to support the development of a theatre practice to support AL learning that I am tentatively calling ‘experiencing the word’ or ‘experience of the word’. I propose that this approach, paying particular attention to learning through the body and language learning as an embodied experience, better provides the pragmatic and social conditions, re-created and rehearsed through drama, needed in learning a foreign language
The Fabric of Language - Words and the Spaces In-Between Workshop
No full textThe 1.5-hour workshop session on the use of devising for language acquisition focused primarily on non-verbal communication. It was to be followed by a 30-minute discussion of various possible methodologies that could be used to analyse non-verbal communication and kinesthetic learning, to examine this specific creative process and to evaluate how overt physicality affects actors/speakers, though time restrictions meant that this was not possible. The workshop itself is adapted from the work of the Taiwanese theatre company Tainan Jen (shown to me by Helen White - co-founder and a faculty member of the C.U.N.Y. Applied Theatre M.A. programme) and was created originally to examine intercultural collaborative creation. Now, it is geared more towards creating a heightened awareness of physicality in regards to language acquisition and incorporates notions of collaboration, negotiation and exploration. It has a creative improvisational and playful aspect and there various performances are produced from the workshop at the end of the session. Also explored is the related idea of the use of ‘space’ when ‘performing’ language
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