Reperforming memories: Using the reminiscence theatre archive as a resource for new intergenerational work

Lilley, Heather; Derbyshire, Harry

doi:10.1386/jaah.4.2.191_1

Cited by 3 publications

(1 citation statement)

References 1 publication

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“…It became first a Student Union, then staff offices, and now repurposed as drama and theatre facilities for the University of Greenwich's undergraduate and post graduate drama. The Bathway Theatre has a long history of working with artists and members of the local community through capacity development projects and performance work (Lilley and Derbyshire 2013).…”

Section: Primary Programme Partnersmentioning

confidence: 99%

Becoming civic centred – A case study of the University of Greenwich’s Bathway Theatre based in Woolwich

Ellis¹,

Hockham

Rolle³

et al. 2020

Studies in Theatre and Performance

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This paper constructs an inter-disciplinary lens to consider a University Theatre's community engagement programme, What About Us: Empowering Community Voices. We argue for an 'Open-Third Space' as a way of decolonising the academy whilst constructing Higher Education and Community Partnerships. In doing so we rethink assumptions around privileging academic knowledge within Knowledge Exchange Frameworks (KEF). We assert the need for universities to consider knowledge exchange as a reflexive process whereby the knowledge of partners coming from non-university settings is positioned equitably with those from the academy. Moving beyond Lave and Wenger's 'Community of Practice', which considers communities as homogenous groups, we take a Dreierien perspective, considering project partners as unique knowledge holders; enabling us to help frame, shape and create activity which is of interest to the multicultural community of Woolwich, where the Theatre sits. In doing so we are able to reflect on our shared experiences across the community engagement programme and introduce 'Open-Third Space' to the literature, which fuses the critical components of Ngũgĩ wa Thiong'o's 'open space' and Oldenburg's 'third space,' as a practical way of working and as a set of principles which will need further unpacking as the theatre develops its community engagement strategy.

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Section: Primary Programme Partnersmentioning

confidence: 99%

Becoming civic centred – A case study of the University of Greenwich’s Bathway Theatre based in Woolwich

Ellis¹,

Hockham

Rolle³

et al. 2020

Studies in Theatre and Performance

View full text Add to dashboard Cite

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Operationalising the concept of recontextualisation: leveraging pedagogy and learning strategies in higher education practical courses

Hockham,

Wallis

2023

High Educ

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This interdisciplinary paper brings together scholarship from the fields of education, psychology, sociology and performance to shed light on three pedagogy and learning strategies to support learners recontextualise knowledge between higher education and work contexts. These strategies include offering multiple different types of performance activities and modes of engagement with different types of people (learners/experts, different cultures, ages, etc.). Secondly, it provides spaces to fail and enables testing of personal strategies with limited risk. Finally, it supports students in connecting ideas and experiences from the past, across educational experiences of different performance practices and into wider contexts such as professional work.The research, which is a pilot, recognises the ways in which these strategies align with and operationalise Guile’s (2010) concept of recontextualisation, offering pedagogues tools to support learning in a similar way in which the concept of scaffolding might be seen to operationalise Vygotsky’s notion of the Zone of Proximal Development (ZPD).This pilot study uses semi-structured interviews and a thematic analysis approach with five graduates from an undergraduate drama degree programme in London. We recognise drama as a practical degree subject and as such consider our findings as generalisable to wider practical fields and disciplines, such as engineering and nursing education, and as having international relevance. The work offers a novel approach to conceptualising and evaluating the ways in which students deploy taught knowledge beyond the classroom, in work. It offers and augments arguments around the ways in which students bridge practice and learning from within the HEI and beyond it.

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Gesture and handling: Designing a non-linguistic art-based process for Creative Ageing Opening Spaces project

Dennis

2021

Journal of Applied Arts &Amp; Health

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The relocation to aged care can represent a savage dislocation from the small day-to-day tasks and relationships that accumulate across an individual’s long and well-lived life. Theatre arts offer a wide scope for expressive and therapeutic needs in such contexts. This article examines the value of embodied practices to support non-verbal interactions for older participants. It presents examples of the handbased activities we used and discusses the way these were drawn on to design the art-based methodology for the Creative Ageing Opening Spaces research project in Melbourne, Australia. Participant experiences are discussed and recommendations are made for art-led design processes, which value non-linguistic sensory practices as genuinely meaningful for creating uplifting care opportunities for older people.

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Reperforming memories: Using the reminiscence theatre archive as a resource for new intergenerational work

Cited by 3 publications

References 1 publication

Becoming civic centred – A case study of the University of Greenwich’s Bathway Theatre based in Woolwich

Becoming civic centred – A case study of the University of Greenwich’s Bathway Theatre based in Woolwich

Operationalising the concept of recontextualisation: leveraging pedagogy and learning strategies in higher education practical courses

Gesture and handling: Designing a non-linguistic art-based process for Creative Ageing Opening Spaces project

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