A Re-Evaluation of the Relationship Between Teacher-In-Role and Acting
- Paperback / softback, 208 pages, 228 mm x 145 mm
- Sep 2004
- Trentham Books Ltd
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"