Seductive Manoeuvres: an analysis of the use of feminist performance strategies as a means of staging alternative sexualities in two dance theatre works
- Authors: Barnard, Joni
- Date: 2011
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/76823 , vital:30627
- Description: Located within the discipline of Performance Studies, this thesis seeks to validate performance and theatre, specifically dance theatre, as legitimate fields of research and enquiry that can enrich the polemics surrounding discourse, representation, the body and identity. Within this thesis I explore and analyse the creative processes and performance strategies used in two dance theatres works: Acty Tang’s Chaste (2007) and my own work entitled Displayed and Framed (2008) and how these strategies support the staging of alternative sexualities. I argue that the staging of alternative sexualities calls for an alternative approach to the performance strategies utilised in the production of space, the representations of the body and the use of text in both works. Each work offers a particular exploration of gender and sexuality in the attempt to represent alternative identities, alternative bodies and alternative sexualities. In this thesis I identify the endeavour to stage ‘otherness’ as a feminist endeavour and thus identify the performance strategies utilised in each work as feminist performance strategies. Through my analysis I wish to highlight the ways in which a feminist approach can contribute to and enrich both the staging of and understanding of alternative sexualities. In both Chaste (2007) and Displayed and Framed (2008), the choreographers of each work are also performers in their own work in an endeavour to explore and represent their own identity. The analysis of my own work requires that I play the multiple roles of choreographer, performer and researcher. In this analysis I provide accounts of my own experiences, processes and struggles of creating Displayed and Framed (2008) which are analysed in conjunction with my readings of Chaste (2007) and Tang’s personal experiences in creating the work. Thus this thesis explores the value of reflection and self reflectivity in the processes of creating performance.
- Full Text:
- Date Issued: 2011
- Authors: Barnard, Joni
- Date: 2011
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/76823 , vital:30627
- Description: Located within the discipline of Performance Studies, this thesis seeks to validate performance and theatre, specifically dance theatre, as legitimate fields of research and enquiry that can enrich the polemics surrounding discourse, representation, the body and identity. Within this thesis I explore and analyse the creative processes and performance strategies used in two dance theatres works: Acty Tang’s Chaste (2007) and my own work entitled Displayed and Framed (2008) and how these strategies support the staging of alternative sexualities. I argue that the staging of alternative sexualities calls for an alternative approach to the performance strategies utilised in the production of space, the representations of the body and the use of text in both works. Each work offers a particular exploration of gender and sexuality in the attempt to represent alternative identities, alternative bodies and alternative sexualities. In this thesis I identify the endeavour to stage ‘otherness’ as a feminist endeavour and thus identify the performance strategies utilised in each work as feminist performance strategies. Through my analysis I wish to highlight the ways in which a feminist approach can contribute to and enrich both the staging of and understanding of alternative sexualities. In both Chaste (2007) and Displayed and Framed (2008), the choreographers of each work are also performers in their own work in an endeavour to explore and represent their own identity. The analysis of my own work requires that I play the multiple roles of choreographer, performer and researcher. In this analysis I provide accounts of my own experiences, processes and struggles of creating Displayed and Framed (2008) which are analysed in conjunction with my readings of Chaste (2007) and Tang’s personal experiences in creating the work. Thus this thesis explores the value of reflection and self reflectivity in the processes of creating performance.
- Full Text:
- Date Issued: 2011
A case study investigation into drama in education as an effective teaching methodology to support the goals of outcome based education
- Authors: Elliott, Terri Anne
- Date: 2011
- Subjects: Drama in education -- South Africa Competency based education -- South Africa Curriculum planning -- South Africa Student centered learning -- South Africa Critical thinking -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2160 , http://hdl.handle.net/10962/d1008306
- Description: The introduction of outcomes based education (OBE) in the form of Curriculum 2005 (C2005), the National Curriculum Statement (NCS) and the Revised National Curriculum Statement (RNCS) in post-apartheid South Africa resulted in a shift from a content-centred to a learner-centred view on education. This transition took place rapidly as the new government wanted to introduce a democratic education system after the divisive Bantu education system from Apartheid. However, after the changes were implemented, education in South Africa was theoretically outcomes based but practically many educators were still teaching in a content-centred manner. The research puts forward the proposal that drama-in-education (D-i-E) is a useful means by which to align the practical and theoretical goals of OBE within the context of South Africa's current RNCS. This hypothesis drives the main research question: "Can D-i-E be an effective teaching methodology to realise the goals of the RNCS and generate OBE learning environments in a South African high school?" D-i-E is a learner-centred teaching methodology and in practise it meets many of the goals and Critical Cross-Field Outcomes (CCFOs) of OBE. Some of these include the fact that learners can: • Practice problem-solving skills; • Engage with critical and creative thinking; • Grow cultural and aesthetic sensitivity; • Work effectively in groups; and ii. • Learn in inclusive environments that cater for different learning styles and levels. The research examines the use of D-i-E as an outcomes based methodology by which the RNCS could be implemented in the classroom. This is explored through the use of qualitative research in the form of a case study investigation at a South African high school. The case study was conducted with Grade 11 and Grade 12 Dramatic Arts learners and involves an analysis of a D-i-E approach to learning. The conclusion that D-i-E is an effective outcomes based teaching methodology which could assist educators in realising the RNCS was largely reached through participant observation of D-i-E classes and by analysing the learners' journals in which they reflected on D-i-E experiences. The learners' feedback about the experience was generally positive and they reflected that they found D-i-E beneficial because of the fact that it engaged them experientially. They also reflected that D-i-E provided them with a more meaningful and exciting way of learning. These findings are however only generalisable to the type of context (Dramatic Arts learners from a well-resourced girls' high school) in which the research was conducted. The findings provide detailed insight into a specific case study and may be beneficial to educators in South Africa who aim to make use of the same or similar methodologies in their classroom practice. D-i-E also supports many of the underlying tenants of OBE such as learner-centredness, learner diversity and inclusive learning, and can effectively aid educators in implementing the RNCS in an outcomes based way.
- Full Text:
- Date Issued: 2011
- Authors: Elliott, Terri Anne
- Date: 2011
- Subjects: Drama in education -- South Africa Competency based education -- South Africa Curriculum planning -- South Africa Student centered learning -- South Africa Critical thinking -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2160 , http://hdl.handle.net/10962/d1008306
- Description: The introduction of outcomes based education (OBE) in the form of Curriculum 2005 (C2005), the National Curriculum Statement (NCS) and the Revised National Curriculum Statement (RNCS) in post-apartheid South Africa resulted in a shift from a content-centred to a learner-centred view on education. This transition took place rapidly as the new government wanted to introduce a democratic education system after the divisive Bantu education system from Apartheid. However, after the changes were implemented, education in South Africa was theoretically outcomes based but practically many educators were still teaching in a content-centred manner. The research puts forward the proposal that drama-in-education (D-i-E) is a useful means by which to align the practical and theoretical goals of OBE within the context of South Africa's current RNCS. This hypothesis drives the main research question: "Can D-i-E be an effective teaching methodology to realise the goals of the RNCS and generate OBE learning environments in a South African high school?" D-i-E is a learner-centred teaching methodology and in practise it meets many of the goals and Critical Cross-Field Outcomes (CCFOs) of OBE. Some of these include the fact that learners can: • Practice problem-solving skills; • Engage with critical and creative thinking; • Grow cultural and aesthetic sensitivity; • Work effectively in groups; and ii. • Learn in inclusive environments that cater for different learning styles and levels. The research examines the use of D-i-E as an outcomes based methodology by which the RNCS could be implemented in the classroom. This is explored through the use of qualitative research in the form of a case study investigation at a South African high school. The case study was conducted with Grade 11 and Grade 12 Dramatic Arts learners and involves an analysis of a D-i-E approach to learning. The conclusion that D-i-E is an effective outcomes based teaching methodology which could assist educators in realising the RNCS was largely reached through participant observation of D-i-E classes and by analysing the learners' journals in which they reflected on D-i-E experiences. The learners' feedback about the experience was generally positive and they reflected that they found D-i-E beneficial because of the fact that it engaged them experientially. They also reflected that D-i-E provided them with a more meaningful and exciting way of learning. These findings are however only generalisable to the type of context (Dramatic Arts learners from a well-resourced girls' high school) in which the research was conducted. The findings provide detailed insight into a specific case study and may be beneficial to educators in South Africa who aim to make use of the same or similar methodologies in their classroom practice. D-i-E also supports many of the underlying tenants of OBE such as learner-centredness, learner diversity and inclusive learning, and can effectively aid educators in implementing the RNCS in an outcomes based way.
- Full Text:
- Date Issued: 2011
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