Mechanisms of co-presence in repetitive drama studio performances
When working with older children (ages 9-12) in a drama studio environment (extracurricular theatre and drama education with performative outcomes), keeping everyone present is both an exciting and challenging task. The process towards a performance can encompass several techniques and methods duri...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | deu |
| Published: |
University College Cork
2024-12-01
|
| Series: | SCENARIO: Journal for Performative Teaching, Learning, Research |
| Subjects: | |
| Online Access: | https://journals.ucc.ie/index.php/scenario/article/view/4415 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1823858092837699584 |
|---|---|
| author | Željka Flegar Grozdana Lajić Horvat |
| author_facet | Željka Flegar Grozdana Lajić Horvat |
| author_sort | Željka Flegar |
| collection | DOAJ |
| description |
When working with older children (ages 9-12) in a drama studio environment (extracurricular theatre and drama education with performative outcomes), keeping everyone present is both an exciting and challenging task. The process towards a performance can encompass several techniques and methods during the creative process, as well as on stage, in three core areas: 1. Impro and Process Drama; 2. Mentoring; 3. Language and Literature. Presence and co-presence occur as a result of focus, accepting, and building which are characteristic of improvisational theatre and process drama techniques that are used to keep students engaged and on task. Students address issues from an autobiographical and collaborative perspective, allowing them to play a part through improvised personal responses. The mentoring is present both outside and inside the play as mentors guide their students, assume some of the roles, and provide a meaningful framework and direction of the play. Fairy tales and well-known literary texts can be used as starting points; they are adapted and transformed on the spot. This results in a creative, spontaneous, and natural use of language that keeps the players present and alert throughout. This paper presents the examples from the Zagreb Youth Theatre (ZKM) Drama Studio's final production "A Bunch of Forest Fairies" (June 2023) which contains elements of Impro, process drama (uncharacteristically performed on stage), inside and outside mentoring (super mentoring), and fairy tale elements that are transformed in a new socio-cultural context. Such an approach enables the players to perform the same play repetitively with the same intensity and presence as the first time, allowing them to re-explore relationships, expressions, and texts in a new and meaningful way.
|
| format | Article |
| id | doaj-art-fecd354e1cf14afe8f53cf27fbc3e5c0 |
| institution | Kabale University |
| issn | 1649-8526 |
| language | deu |
| publishDate | 2024-12-01 |
| publisher | University College Cork |
| record_format | Article |
| series | SCENARIO: Journal for Performative Teaching, Learning, Research |
| spelling | doaj-art-fecd354e1cf14afe8f53cf27fbc3e5c02025-02-11T15:32:42ZdeuUniversity College CorkSCENARIO: Journal for Performative Teaching, Learning, Research1649-85262024-12-0118210.33178/18.2.6Mechanisms of co-presence in repetitive drama studio performancesŽeljka Flegar0Grozdana Lajić HorvatUniversity of Osijek When working with older children (ages 9-12) in a drama studio environment (extracurricular theatre and drama education with performative outcomes), keeping everyone present is both an exciting and challenging task. The process towards a performance can encompass several techniques and methods during the creative process, as well as on stage, in three core areas: 1. Impro and Process Drama; 2. Mentoring; 3. Language and Literature. Presence and co-presence occur as a result of focus, accepting, and building which are characteristic of improvisational theatre and process drama techniques that are used to keep students engaged and on task. Students address issues from an autobiographical and collaborative perspective, allowing them to play a part through improvised personal responses. The mentoring is present both outside and inside the play as mentors guide their students, assume some of the roles, and provide a meaningful framework and direction of the play. Fairy tales and well-known literary texts can be used as starting points; they are adapted and transformed on the spot. This results in a creative, spontaneous, and natural use of language that keeps the players present and alert throughout. This paper presents the examples from the Zagreb Youth Theatre (ZKM) Drama Studio's final production "A Bunch of Forest Fairies" (June 2023) which contains elements of Impro, process drama (uncharacteristically performed on stage), inside and outside mentoring (super mentoring), and fairy tale elements that are transformed in a new socio-cultural context. Such an approach enables the players to perform the same play repetitively with the same intensity and presence as the first time, allowing them to re-explore relationships, expressions, and texts in a new and meaningful way. https://journals.ucc.ie/index.php/scenario/article/view/4415Co-presenceDrama studioImprovisational theatreProcess dramaAdaption |
| spellingShingle | Željka Flegar Grozdana Lajić Horvat Mechanisms of co-presence in repetitive drama studio performances SCENARIO: Journal for Performative Teaching, Learning, Research Co-presence Drama studio Improvisational theatre Process drama Adaption |
| title | Mechanisms of co-presence in repetitive drama studio performances |
| title_full | Mechanisms of co-presence in repetitive drama studio performances |
| title_fullStr | Mechanisms of co-presence in repetitive drama studio performances |
| title_full_unstemmed | Mechanisms of co-presence in repetitive drama studio performances |
| title_short | Mechanisms of co-presence in repetitive drama studio performances |
| title_sort | mechanisms of co presence in repetitive drama studio performances |
| topic | Co-presence Drama studio Improvisational theatre Process drama Adaption |
| url | https://journals.ucc.ie/index.php/scenario/article/view/4415 |
| work_keys_str_mv | AT zeljkaflegar mechanismsofcopresenceinrepetitivedramastudioperformances AT grozdanalajichorvat mechanismsofcopresenceinrepetitivedramastudioperformances |