Youth Theatre Journal最新文献

{"title":"Toward a grounded dramaturgy, part 2: Equality and artistic integrity in Theatre for Early Years","authors":"Ben Fletcher-Watson","doi":"10.1080/08929092.2017.1402839","DOIUrl":"https://doi.org/10.1080/08929092.2017.1402839","url":null,"abstract":"ABSTRACT Theatre for Early Years (TEY) has grown in popularity in recent years, but while diverse practices have emerged around the world, coherent and robust theory concerning this challenging field is lacking. An earlier article outlined a possible research study design using Grounded Theory methods to gather data for analysis and interpretation from TEY practitioners. Forming the second part of an investigation funded by the Economic and Social Research Council, this article seeks to contribute to the field by proposing an explanatory theory grounded in these data, and described as the theory of equality and artistic integrity. The development of the theory from two core categories is explained, and its relevance and theoretical contribution are then considered. The theory may offer a new framework for examining TEY as a set of uniquely sensitive practices. The model is designed to provide relevant knowledge to practitioners, drama students and tutors/teachers, programmers, and audiences.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"32 1","pages":"15 - 3"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2017.1402839","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42558068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educating for Insurgency: The Roles of Young People in Schools of Poverty","authors":"Bethany Nelson","doi":"10.1080/08929092.2018.1445370","DOIUrl":"https://doi.org/10.1080/08929092.2018.1445370","url":null,"abstract":"As applied theatre and drama practitioners, the intersection of our field with theory and practice in education is a rich area of exploration and learning. Texts introducing educational innovations...","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"32 1","pages":"94 - 96"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2018.1445370","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45089861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Blind to what’s in front of them: Theatre of the Oppressed and teacher reflexive practice, embodying culturally relevant pedagogy with pre-service teachers","authors":"Peter B. Duffy, B. Powers","doi":"10.1080/08929092.2018.1445677","DOIUrl":"https://doi.org/10.1080/08929092.2018.1445677","url":null,"abstract":"ABSTRACT This study explores how using Theatre of the Oppressed (TO) techniques in combination with training on culturally responsive pedagogies (CRP) impacts pre-service teachers’ perceptions of both themselves as future teachers and of the students whom they will teach. Classrooms in the United States and other parts of the world are undergoing dramatic demographic shifts. Research suggests that, in some US cities, the numbers of non-English speakers in classrooms is greater than native English speakers; 2015 marks the first year that non-White five-year-old children surpassed the number of White five-year-old children. The Pew Research Center and others have reported that 2020 will be the beginning of the “minority majority” in the US population. Demographic shifts; growing awareness of violence inspired by racism, cultural, linguistic, and ethnic diversity; expanded notions of identities and economic and social justice are discourses eschewed by many in privilege. Since the majority of teachers and pre-service teachers are White, it can be a challenge to substantively discuss CRP within contemporary classrooms. This study demonstrates how TO can play an important role in providing pre-service teachers with embodied experiences to understand CRP and encounter “the other.”","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"32 1","pages":"45 - 59"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2018.1445677","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46022215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A multitude of possibilities","authors":"H. Godinez","doi":"10.1080/08929092.2017.1375366","DOIUrl":"https://doi.org/10.1080/08929092.2017.1375366","url":null,"abstract":"","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"31 1","pages":"153 - 153"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2017.1375366","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48497808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Staging race","authors":"S. Luckett","doi":"10.1080/08929092.2017.1375369","DOIUrl":"https://doi.org/10.1080/08929092.2017.1375369","url":null,"abstract":"As a former secondary, middle, and elementary school teacher in often segregated communities, I am well aware of the challenges in providing equitable training and performance opportunities for all students. Here, I offer what I hope is instructive and insightful in suggestion and reason. First, I recommend that teachers employ color-conscious casting both in the classroom and on the stage. Second, teachers should be mindful in assessing the types of anthropomorphic roles assigned to their students of color—roles that may induce anxiety and controversy by reifying negative stereotypes.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"43 5","pages":"156 - 157"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2017.1375369","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41295312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Do you see me?” Power and visibility in applied theatre with black male youth and the police","authors":"Elizabeth Brendel Horn","doi":"10.1080/08929092.2017.1370756","DOIUrl":"https://doi.org/10.1080/08929092.2017.1370756","url":null,"abstract":"ABSTRACT This article accounts the author’s experience as co-facilitator of the pilot program of “The Justice Project,” an applied theatre project in which high school students of color presented an original performance and interactive theatre workshop to police officers to explore the police-civilian dynamic. As a white middle-class female teacher working with male high school students of color, the author’s perceived hypervisibility due to her demographic positioning was shattered during the culminating event of the residency. Held at a police academy, the director of the police academy announced a gang task force officer would be scanning the high school students prior to the workshop. The police academy’s assumed position of power brought to light the hypervisibility of these students due to their gender, race, age, and class. Using Critical Race Feminism Theory, this article deconstructs the shifts in power and visibility that occurred during this conflict; the cultural complexities within these power shifts; and how championing the counternarrative served to construct a new visibility for the minority male students.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"31 1","pages":"79 - 91"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2017.1370756","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44224956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interrogating race","authors":"Monica White Ndounou","doi":"10.1080/08929092.2017.1375368","DOIUrl":"https://doi.org/10.1080/08929092.2017.1375368","url":null,"abstract":"As a practicing scholar-artist who has taught in higher education for at least sixteen years while also acting and directing, I have found that stories and storytelling on stage can invite young artists and audiences to reflect on the concept of race, racial prejudice, as well as their own racial and ethnic identities. In addition to matters of casting, all of a production’s design elements (costumes, set, lights, sound, music, etc.), marketing materials, program, and lobby displays contain images and information about the playwright, director, and other members of the creative team that inform audience perceptions. The stories on stage, as well as their production and reception processes, can help young artists and audiences think about and beyond race. Since theatre explores the human condition, stage productions can be a useful tool for rethinking race, especially when the analysis focuses on humanity. Historically, groups who are raced are denied humanity in the process of racialization and stereotyping. By distinguishing the concept of race from culture, the humanity of individuals and their respective groups becomes the focus. Unlike culture, which has tangible elements including belief systems and religious/spiritual rituals, culinary arts and eating habits, music, family structure, storytelling, etc., race was invented. Race is a construct based on physical characteristics that are not as easily identified or categorized as some may like to believe. Yet race has real-life consequences. Interrogating how race intersects and collides with culture, especially in the United States, due to the historical role that race has played in the country’s formation and contemporary societal structure, can broaden the possibilities for how artists and audiences tell and witness stories on stage. Productive discussions de-center whiteness and address race along with racism in its various forms. Conversations about structural racism, rather than racial prejudice, can better expose the ways race privileges some and limits others. Educators can help students understand that “white” is also a racial category, even as it remains unmarked, by recognizing the implications of their own race and cultural background before entering into any discussion about race with the students. Providing specific examples from plays that demonstrate how whiteness is promoted as the norm helps reveal how mainstream theatres have cultivated the tastes of critics and audiences. Savvy educators tend to veer the conversation away from the predictable patterns that attempt to make the conversation about race and racism easier for white people to digest, rather than recognizing the ways in which people of color historically carry the burden of conversations about race, regardless of age. Interrogating one’s own positionality within the system of racial oppression can provide a helpful model for framing a discussion that encourages students","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"31 1","pages":"154 - 155"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2017.1375368","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44058105","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"End of Volume Editorial Board","authors":"","doi":"10.1080/08929092.2017.1389214","DOIUrl":"https://doi.org/10.1080/08929092.2017.1389214","url":null,"abstract":"","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"31 1","pages":"ebi - ebi"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2017.1389214","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46774409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aduke Aremu’s Harlem Children’s Theatre Company","authors":"Jacqui Scott-Papke","doi":"10.1080/08929092.2017.1370760","DOIUrl":"https://doi.org/10.1080/08929092.2017.1370760","url":null,"abstract":"ABSTRACT This article explores the history of Aduke Aremu’s Harlem Children’s Theatre Company during the time of Black Arts Movement in the United States, as well as the significance to the field of Black Theatre for Youth. It is adapted from a chapter of the author's dissertation, “Overturning Topsy’s Legacy: Black Theatre for Youth and the Black Arts Movement,” which was awarded the Distinguished Dissertation Award in 2013 by the American Alliance for Theatre in Education. Source materials include interviews with Aduke Aremu, the theatre company’s founder, as well as numerous reviews of Harlem Children’s Theatre Company plays in the black newspaper, New York Amsterdam News.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"31 1","pages":"129 - 139"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2017.1370760","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47333057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hope despite hopelessness: Race, gender, and the pedagogies of drama/applied theatre as a relational ethic in neoliberal times","authors":"K. Gallagher, Dirk J. Rodricks","doi":"10.1080/08929092.2017.1370625","DOIUrl":"https://doi.org/10.1080/08929092.2017.1370625","url":null,"abstract":"ABSTRACT In this article, we demonstrate how theatre pedagogy was mobilized, and to what effects, in one Toronto drama classroom which was strongly divided along racial lines. Using the work of Diane Reay (2012) and Tara Yosso (2005) in particular, among other theorists and social commentators, as well as data from a multi-year, multi-sited global ethnographic research project of drama classrooms, we offer two micro-encounters from our data to illustrate how drama pedagogy both reproduced and interrupted the established classroom social relations of race and gender for seven different youth, provoking them to negotiate who they are, what they know, and the world in which they live. Through these micro-encounters, we demonstrate how youth can shift the landscape of traditional learning and explore avenues where different, relational, socially embedded, and more complex intersectional (Crenshaw 1989; Collins 2015) possibilities for “having” a voice may exist.","PeriodicalId":38920,"journal":{"name":"Youth Theatre Journal","volume":"31 1","pages":"114 - 128"},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/08929092.2017.1370625","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44931201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}