Thesis (D. M. A.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 138-140).

Thesis (M.A.)--Ohio University, June, 2005. / Title from PDF t.p. Includes bibliographical references (p. 36-38)

No description available.

Thesis (Ph. D.)--University of California, San Diego, 2005. / Vita. Includes accompanying 4 reel tapes with recording of the composer's King Lear (analog, stereo., 7 1/2 ips : 7 in.).

Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 236-253).

Communication is a pivotal element in creating theatre with other artists, with audiences, and with the outside world. Theatre artists are required to collaborate at nearly every step of the process. Despite the necessity of highly developed collaboration skills, communication in the creation of theatre is an often-underdeveloped curriculum area. As a Director and Teaching Artist I am particularly interested in how to find new ways of collaborating so I may model and pass these skills to my students. Through a qualitative research survey of communication used in collaborative devising, this research analyzes environments that improve communication and allow for maximum creativity in an effort to develop critical communication pedagogy. This study examines my approach in working through a devising process as the Coordinator of a collaborative group of adults creating an original play. I examine our process and make connections as to how devising influenced my future work as a Director and Teaching Artist. By examining the theatres that make extensive use of ensemble devising as a tool for creating theatre, I gained insight into more collaborative ways of working. This research found support through examination of group communication theories and methods in which they promote collaborative spirit. Finally, critical pedagogy offered a lens through which I can impart these discoveries to young artists. I discovered ways to use the model of devising to open the possibilities for my students to take ownership over their processes and the art they create. I also gained insight into the role of facilitator in order to develop ways of modeling and teaching these communications. Communication pedagogy in the theatre allows me the tools to identify, question, and transform my experiences in creating theatre as a director and teaching artist.

A dissertation presented to the Faculty of Humanities of the University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Arts in Fine Arts. Johannesburg, 2016 / Collaboration in South African printmaking studios, both between artists and printmakers, and between artists working together in print studios are examined in this study. How South African artists have used the conventions of collaborative printmaking practices to complement their own practice; and what kind of dynamics can emerge from such collaborations is the primary concern of this study. Printmaking is widely viewed as a subsidiary, or supplementary practice to artists’ primary concerns in their particular medium of practice. It is important to examine the role of collaboration in printmaking studios, and how it may benefit, or hinder artists in their creative productions. To contextualise my study, I provide a brief historical overview of collaboration in Western printmaking; and briefly examine printmaking against South Africa’s political landscape since the 1960s. Recent critical observations on collaboration in the arts are introduced to foreground various categorizations and approaches to such practices. My research focus is not on the intricacies of collectivism in collaboration but rather on how a form of ‘teamwork’ collaboration in print studios can generate agency, within the context of concerns raised in my own creative practice. As a printmaking teacher, practitioner and collaborator, I hope these findings could be used to address some of the concerns experienced in collaborations.

Thesis (Ph. D.)--University of Melbourne, School of Fine Arts, Classics & Archaeology, and Cinema Studies, 1998. / Typescript (photocopy). Includes bibliographical references (leaves 389-436).

This thesis examines creativity in performance through the study of the performance practices of professional clarinettists. Creativity research has tended to emphasise the innovative, revelatory qualities of the creative process, rather than the more pragmatic activities related to notated performance. This corresponds to a tension between the perceived creative opportunities of improvisation and notated music, and has resulted in a discourse that associates improvisation with spontaneity and novelty, and notated performance with repetition and reproduction. How might this discourse be challenged? Through a series of case studies documenting clarinettists working in a variety of collaborative settings, I examine how performers' constructions of creativity might complement or challenge the perceived creative affordances of notated music, and how the presence of, and/or collaboration with a living composer affects the creative process. A broadly ethnographic methodology is employed, drawing on thematic analysis of qualitative data obtained through semi-structured interviews with musicians, and audio-visual footage of workshops, rehearsals and performances. Conceptually, the thesis adopts an ecological perspective (Ingold 2011; Clarke, Doffman, and Lim 2013), proposing that creativity is a distributed phenomenon, entangled within a complex interweaving of social, material, and historical influences. It draws on work by Richard Sennett (2008) and Tim Ingold (2013) on craft and material engagement, suggesting that the interaction between a practitioner and a tradition entails a synthesis of action, perception and prior experience. I argue that this orientation is useful for developing an analytical framework that accounts for the dimensions of performance that might otherwise be taken for granted. The research offers insights into the performance practices of contemporary concert musics - a line of inquiry that remains largely unaddressed. More broadly, it makes room for a more forward-looking model of creativity based on processes rather than outcomes, and one that better appreciates the fluid pathways between performers and scores.

The notion of information space (iSpace) is that a collective context of transmitters and receivers can serve as a medium to share, exchange, and apply data and knowledge between a group of human beings or software agents. Inhabiting this space requires a perception of its dimensions, limits, and an understanding of the way data is diffused between inhabitants. One of the important aspects of iSpace is that it expands the limits of communication between distributed designers allowing them to carry out tasks that were very difficult to accomplish with the diverse, but not well integrated current communication technologies. In architecture, design team members, often rely on each others' expertise to review and problem solve design issues as well as interact with each other for critic, and presentations. This process is called Collaborative Design. Applying this process of collaboration to the iSpace to serve as a supplementary medium of communication, rather than a replacement for it, and understanding how design team members can use it to enhance the effectiveness of the design process and increase the efficiency of communication, is the main focus of this research. The first chapter will give an overview of the research and define the objectives and the scope of it as well as giving a background on the evolving technological media in design practice. This chapter will also give a summary of some case studies for collaborative design projects as real examples to introduce the subject. The second chapter of this research will study the collaborative design activities with respect to the creative problem solving, the group behaviour, and the information flow between members. It will also examine the technical and social problems with the distributed collaboration. The third chapter will give a definition of the iSpace and analyze its components (epistemological, utilitarian, and cultural) based on research done by others. It will also study the impact of the iSpace on the design process in general and on the architectural product in particular. The fourth chapter will be describing software programs written as prototypes for this research that allow for realtime and non-realtime collaboration over the internet, tailored specifically to suit the design team use to facilitate distributed collaboration in architecture. These prototypes are : 1. pinUpBoard (realtime shared display board for pin-ups) 2. sketchBoard (realtime whiteboarding application with multisessions) 3. mediaBase (shared database management system) 4. teamCalendar (shared interactive calendar on the internet) 5. talkSpace (organized forums for discussions)