Lessons from the actor: developing teacher presence and classroom as community

Almond, M. (2018) Lessons from the actor: developing teacher presence and classroom as community. In: Theatre in Education: 'The Performers', 11-12 May 2018, Buenos Aires, Argentina. (Unpublished)

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Abstract

Based on my own research and work as a teacher trainer, this practical talk will look beyond mainstream language teaching methodology and enquire how and why teachers can apply a number of principles found in certain other practices and theories and adopt a more multi-disciplinary approach in the classroom: I will give a brief overview of fields such as Flow Theory (Csikszentmihalyi), Politeness and Face Theory (Brown and Levinson; Goffman), Neuro Linguistic Programming (Grinder), Blink Theory (Gladwell), Social Psychology and non-verbal communication (Cuddy) and group and interpersonal communication (Haydn). I will then consider how educators working in any sector can practically apply these to the art of teaching, thereby helping them to improve classroom climate, group dynamics, presence and rapport.

I will suggest that this crucial area could and should be part of any pre- or in-service training programme. The practical application I will offer derives directly from actor and improvisation training, drawing extensively from acting and voice practitioners such as Keith Johnstone, Augusto Boal, Constantin Stanislavski, Patsy Rodenburg and Cicely Berry.

Item Type: Conference or Workshop Item (Keynote)
Uncontrolled Keywords: Performative teaching; classroom as community; theatre in education; classroom climate
Subjects: L Education > L Education (General)
L Education > LC Special aspects of education
L Education > LC Special aspects of education > LC0065 Social aspects of education > LC0215 Community and the school
L Education > LC Special aspects of education > LC0065 Social aspects of education
Divisions: Faculty of Arts and Humanities > School of Language Studies and Applied Linguistics
Depositing User: Mr Mark Almond
Date Deposited: 03 Jul 2018 14:02
Last Modified: 03 Jul 2018 14:02
URI: https://create.canterbury.ac.uk/id/eprint/17432

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Last edited: 29/06/2016 12:23:00