The Teacher Monologues: An A/r/tographical Exploration

Arts-based research is increasingly seen not only as a plausible way for approaching one's research and work, but as an essential one. It provides a way for the researcher to connect with their intended audiences, other interested researchers and their own 'multiple selves'. A/r/tographical inquiry and research-based theatre are two of the specific methodologies within arts-based research that are expanding the borders of what is considered to be educational research. These forms of inquiry help one to develop imaginative, creative and emotional ways of approaching the curriculum. This article began by attempting to explore how the creation (writing, editing and compiling) of 'The Teacher Monologues' as an example of a reflective practice could be articulated as theatre-based research and as a/r/tographical inquiry. It attempts to actively engage with Philip Taylor's (1996) suggestion to push drama education beyond the traditional scientific criteria for research in order to explore metaphysical and theological possibilities. In this article this is considered by exploring the nous and esprit in relation to a/r/tographical inquiry. As an entry point into this theoretical investigation, 'The Teacher Monologues', a series of monologues that have been written by the author and other teachers (on the topic of their teaching practices and experiences), were written, performed and then engaged with. Very few instructions were provided for what was/was not acceptable as content for these monologues. Rather, the freedom to explore any topic that arose from one's teaching practice (K-12, university, art teacher etc.) was deemed appropriate. Monologue writing offers the teaching practitioner a way to engage in a reflective, narrative autobiographical practice for a variety of personal and professional reasons. Privileging the 'messiness', 'fun' and 'unexpected' inherent when one combines art, research and writing was not only part of the process involved in the writing of this piece but is the focus of the article.