Role Reconsidered

A Re-Evaluation of the Relationship Between Teacher-In-Role and Acting

Author/Editor(s):
Format:
Paperback / softback, 208 pages, 228 mm x 145 mm
ISBN:
9781858563107
Published:
Sep 2004
Imprint:
Trentham Books Ltd

Price: £19.99

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Teacher-in-role is ripe for re-evaluation and Judith Ackroyd s research into the concept is valid, exciting and challenging. She uses her theoretical investigation to show that the orthodox position that makes a strict distinction between teacher-in-role and acting can no longer be sustained. Teachers working in role are acting. The case is argued by critiquing and deconstructing the teacher-in-role work of well-known education practitioners, notably Dorothy Heathcote, then applyng the same systematised approach to a famous actor acting. Like Zarilli, Dr Ackroyd argues that definitions applied to the dramatic art form have to accommodate diverse and developing practices because arts practices do not stand still.This reconsideration of role has urgent implications for the training of drama teachers. The author makes clear how her theoretical position impacts on classroom practice. And her examples of practice designed by leaders in the field provide materials for teachers to use in the classroom.The new understanding of teacher-in-role as acting provided in this book will have a liberating effect on classroom practice. Role Reconsidered will be essential reading for teachers and teacher educators and for all those who follow developments in the field of drama.

  • Judith Ackroyd

CONTENTS: Acknowledgements; Introduction: Posing the question: Is teacher-in-role acting?: Re-considerations; My context; Mapping this book; Reading this book; 1. Teacher-in-role and acting as oppositions: Categorising TIR and Actor: The first model; 2. Challenging the oppositions: Introducing the complexities; Teacher-in-role and the role of the teacher; Challenges to notions of acting; Acting and performance theory; Conceptualising teacher-in-role and the role of the teacher; 3. Contexts and audience relationships: Diverse contexts for teacher-in-role and actors?; Concepts of audience; Concepts of audience in drama in education; 4. Functions and aims: A challenge to functionalism; Comparisons between teacher and actor functions and aims; The actor has a function to entertain, the teacher a role to instruct; An actor functions to elicit applause; The actor has a predetermined destiny in the performance; The teacher-in-role has many functions, the actor just one; The functions of the roles; 5. Skills required for teacher-in-role and acting: What are the skills for teacher in role?; What are the skills for actor training?; 6. Approaches, styles and types of role: Internal and external considerations; Representation and presentation; Beckerman's model: Direct and indirect presentation; Aston and Savona's model: Three models of representation; States' model of expressive, collaborative and representational modes; Different approaches and different roles; 7. Towards a revised model of teacher-in-role: What assumptions have been held?; Why these assumptions?; Revised Categorising TIR/Actor Grid: The second model; 8. Introducing the case studies: Semiotic analysis; 9. Case study: Cecily O'Neill: Narrative account of the session; Semiotic analysis of the session; The interview; Analysis of the interview; Contextualising the case study; Comment; 10. Case study: John O'Toole: Narrative account of the session; Semiotic analysis of the session; The interview; Analysis of interview; Contextualising the case study; Comment; 11. Case study: Fiona Shaw: Play outline; Semiotic analysis of performance; The interview; Analysis of interview; Contextualising the case study; Comment; Conclusions: Analysis and possibilities: Views of acting; Role of actor and teacher in the drama event; Overview; Implications of the research; References; Index; Table 1: Categorising TIR and Actor: The first model; Table 2: Revised Categorising TIR/Actor Grid: The second model.

"...perceptive and enlightening...she has opened up a dialogue, she has set me thinking. Journal for Drama in Education"

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