This thesis examines the under-researched area of teacher-in-role. It seeks to determine whether or not teachers working in role are acting and suggests that contrary to the orthodox position, a strict distinction between teacher-in-role and acting can no longer be sustained. This thesis will argue that, within the discourse of drama in education, the concept of acting is narrow due to both a restricted view of theatre and an assumption that there is an inherent contradiction between acting and a pedagogic function. By examining theories of acting, I will suggests that definitions within the dramatic art form should be temporary to accommodate diverse and developing practices. The theoretical research focuses on four relevant aspects of acting and role -context and the relationship with audience, functions and aims, skills, and approaches - which are then applied to samples of practice in the case studies. I then present two case studies of drama education practitioners and one of an actor, drawing comparisons between them in terms of practice and discourse. The practice of each case study subject is also examined through a semiotic framework of analysis; and the assumptions emerging from the interviews, and their implications, are interrogated in the light of the earlier theoretical research presented in an earlier section.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:251046 |
| Date | January 2002 |
| Creators | Ackroyd-Pilkington, Judith |
| Publisher | University of Warwick |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://wrap.warwick.ac.uk/56107/ |
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