LEADER 03873nam 2200529 450 001 9910797966703321 005 20230803213958.0 010 $a1-78320-222-X 035 $a(CKB)3710000000563101 035 $a(EBL)4307316 035 $a(MiAaPQ)EBC4307316 035 $a(EXLCZ)993710000000563101 100 $a20160119d2014 uy| 0 101 0 $aeng 135 $aurcn|nnn||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 14$aThe reflexive teaching artist $ecollected wisdom from the drama/theatre field /$fKathryn Dawson and Daniel A. Kelin, II 210 1$aBristol, UK :$cIntellect,$d2014. 215 $a1 online resource (xxiii, 310 pages) $cillustrations 225 1 $aTheatre in education,$x2049-3878 300 $aDescription based upon print version of record. 311 $a1-78320-221-1 320 $aIncludes bibliographical references and index. 327 $aPart 1: A Teaching Artist Reflects -- Chapter 1: The Teaching Artist -- Chapter 2: Reflective Practice -- Part 2: Collected Wisdom -- Chapter 3: Intentionality; Learning to listen: Lessons for Teaching Artists from a Minneapolis mosque; Stories of my life: A Teaching Artist reflects on cultural consciousness; Devised performance in a gender-specific juvenile probation program; Audition notice(d): Taking steps to align mission and admission; Remaking how a site is perceived and experienced: The ghosts of Waller Creek Project -- Chapter 4: Quality; What does quality theatre for young audiences look like?; Suit My Heart: Staging foster youth narratives that hit home; How do we find relevance?; On both shores: Teaching across personal/political distance; Balancing artistic and language-learning goals in Lincoln Center Theater's Learning English and Drama Project -- 327 $aChapter 5: Artistic Perspective; Developing 'dramatic metaphor' to teach concepts of science; The art of relationship: Intergenerational theatre; Bridging the divide with Shakespeare: Theatre as moral education in Bosnia and Herzegovina; Dramaturgy by students; What's Happened to Queen Fancy Fish? Deconstructing an applied theatre lesson for the early childhood classroom; Chapter 6: Assessment; Capturing the story: A Teaching Artist's attempt to assess a documentary theatre project in rural Alaska; The applications of theatre as pedagogical and research methodologies: Scenes and waves of investigative dialogues across the Nordsjøen (North Sea); Engaging the outliers: One theatre educator's journey to reach her most challenging students through choice, rigor and empowermentReflection as a bridge between program evaluation and instruction; Naming our learning along the way through arts-based assessment -- 327 $aChapter 7: Praxis; The vagabond's dilemma: Representing host culture as a guest; Activating community: Process-centered philosophy in a product-oriented world; Playing at praxis: Locating youth voices in history; Enacting liderazgo: Where drama praxis and Latino leadership intersect; Essentializing residencies: Collecting trophies of the oppressed -- Part 3: The Reflexive Practitioner -- Chapter 8: Participatory Action Research; Final Reflections. 410 0$aTheatre in education (Bristol, England) 606 $aDrama$xStudy and teaching 606 $aTheater$xStudy and teaching 606 $aDrama in education 606 $aReflection (Philosophy) 615 0$aDrama$xStudy and teaching. 615 0$aTheater$xStudy and teaching. 615 0$aDrama in education. 615 0$aReflection (Philosophy) 676 $a371.399 700 $aDawson$b Kathryn$01531562 702 $aKelin$b Daniel A. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797966703321 996 $aThe reflexive teaching artist$93777339 997 $aUNINA