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" Teacher as director : "
Papadopoulos, Dionysis
Somers, John
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Latin Dissertation
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| Record Number
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1100568
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| Doc. No
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TLets635374
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| Main Entry
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Papadopoulos, Dionysis
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| Title & Author
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Teacher as director :\ Papadopoulos, DionysisSomers, John
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| College
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University of Roehampton
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| Date
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2014
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| student score
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2014
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| Degree
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Ph.D.
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| Abstract
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This thesis centres on an analysis of two school theatre rehearsals that took place in Athens in 2010 directed by four classroom teachers: Katerina’s and Sophia’s direction of Iakovos Kambanelis’ “Fairytale without a name” for School A in Piraeus, Attica; and Petros’ and Maria’s direction of Mike Kenny’s “The boy with the Suitcase” for School B1, Attica. By examining the classroom teacher as director this project has two encompassing aims. The first is to analyse the micro-practices of rehearsals from week to week. In the analysis that follows, I will question the wider socio-cultural and institutional context, and explore the relationship between the micro-practices and the contexts2 in which they function. The second aim is to develop a framework which could then be adapted, modified or completed either by classroom teachers who put on school theatre productions, or by theatre practitioners involved with school theatre performances. After exploring rehearsal research methodologies adopted thus far in the professional theatre, the researcher advances a set of organising principles, drawn largely from ethnography, that constitute the theoretical framework of this thesis. From Chapter Three onwards, the thesis analyses the rehearsal, the teachers/directors and how they developed and produced the work. Data consists of recorded material, field notes and transcripts of interviews with the teachers/directors. The thesis then examines the rehearsal practices themselves—what it means to ‘work at the table' or ‘on the floor’ or ‘on the set’. The micro- and macro-practices and discourses with which they were framed are explored on their own terms rather than through recourse to notions of acting traditions. Teachers/Directors do not refer to any particular theatrical method but talk about approaches such as ‘discovering meaning in the script’, ‘discovering characters’ psychologies’ and ‘constructing a performance' coupled with the broader pervading discourses of ‘immigration', ‘and ‘political corruption’ in Greece. The thesis will examine how the two rehearsal processes studied are complementary to each other. Finally, the knowledge which emanated from the study is to inform model which classroom teachers might use in putting on theatrical productions in their schools.
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Somers, John
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University of Roehampton
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