Papers by Elinor Vettraino
Youth and Theatre of the Oppressed, 2010
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Team Academy in Practice, 2022
Team Academy in Diverse Settings, 2022
Dieser Artikel ist als Dialog zweier Praktiker/innen des Image Theater konzipiert, eine Technik, ... more Dieser Artikel ist als Dialog zweier Praktiker/innen des Image Theater konzipiert, eine Technik, bei der der Korper eingesetzt wird, um Geschichten zu erzahlen. In Quebec und Schottland ansassig, diskutieren wir, wie eine performative Untersuchung (FELS 1998) mittels des Online-Mediums auf eine Art und Weise dokumentiert und weitergegeben werden kann, die auf den Prinzipien interaktiven Theaters aufbaut bzw. mit diesen koharent ist. Wir hoffen, dass wir mit unserer Prasentation uns selbst als denjenigen, die diese Arbeit involviert sind und unseren Leserinnen und Lesern ermoglichen, performative Sozialwissenschaft als "spect-actors" (BOAL 1979) zu betreiben und auf dem Wege der Reflektion unserer Praxis Anstose fur weitere Inszenierungen geben konnen. Ein Schlusselaspekt, mit dem wir uns befassen, ist die Frage, wie physische Dialoge durch Korper entstehen – erstens als Methode des Handels in der Welt, aus dem sozialer Sinn entsteht, und zweitens als Konzept, das eine ast...
LEARNing Landscapes, 2021
This article emerges from an approach to transformative learning where students are challenged to... more This article emerges from an approach to transformative learning where students are challenged to explore taken-for-granted assumptions about their experiences in the world. We outline the 6-Part Story Method (6PSM), which uses abstract images to provide a structured storytelling process that enables reflexive learning. This is documented through conversations between a university teacher and three Masters students about the method used in their course on practical ethics in process consulting. Using individual stories that emerged from a common set of cards, we illustrate how the method enabled us to critically explore our practices as teacher and student consultants.
Team Academy: Leadership and Teams, 2021
In his 2006 article, Mark Van Vugt posed the view that “whenever a group of people come together,... more In his 2006 article, Mark Van Vugt posed the view that “whenever a group of people come together, a leader-follower relationship naturally develops.” The leader-follower relationship in a Team Academy based education programme can be contentious and challenging, as well as rewarding and enlightening. Learners in these programmes, often situated in Higher Education undergraduate courses, have to work at understanding the psychology and behaviours of those in their teams, and this journey ultimately brings them back to self-reflection.In this text, the third in the series, researchers and Team Academy practitioners explore the ways in which learners on programmes based on this learning-by-doing model, attempt to navigate the complexity of team dynamics, whilst understanding their place and impact on the process. There is often a different approach to leadership taken by Team Academy learners, allowing often for a more fluid and organic emergent process. Self-leadership is a core concept within the model and in this book a number of chapters explore the way in which mindset and understanding of self in teams creates opportunities for learning and development that foster entrepreneurial action. The approach to team focuses more on creating communities of practice that can span the global network of programmes inspired by the Team Academy model. In this book, authors explore the concept of community in teams, and the environment that creates or challenges the Team Entrepreneur (student) as they embark on their entrepreneurial journey. The reader is challenged to consider how such a heutagogical learning model impacts on team identity, performance and engagement, and how the mental and physical spaces created in such programmes enables the learner to become truly self-determined
Team Academy and Entrepreneurship Education, 2021
South African Theatre Journal, 2018
Reflective Practice, 2019
Early reflective practice drew on the work of Dewey (1916, 1938) and the concept of learning-by-d... more Early reflective practice drew on the work of Dewey (1916, 1938) and the concept of learning-by-doing involving individual reflection on, and in, action. Bradbury, Kilminster, Zukas, Frost and Zukas (2010) take the practice of reflection into a more socially constructed sense of knowing where the individual 'reflexes' in and through experiences as felt ways of knowing. This concept forms the basis of this article. We will explore a process of learning called the 6 Part Story Method (6PSM). Originally created in the field of Dramatherapy as a diagnostic tool to enable child victims of trauma to be supported (Lahad, 1992), Author 1 further developed it (2015) to support the development of self awareness and practice the enhancement of education professionals and leaders. Author 2 then utilized it in teaching a course on ethical practice in a graduate programme; the course's epistemological underpinning is the concept of "ethical know-how" (Varela, 1999). We then include the work of Author 3, a student in the programme, as she explores the story she developed through the 6PSM and then analyzes the effect of it on herself one year later.
Emotional and Behavioural Difficulties, 2017
In this article we take a strength-based approach to understand how Applied Theatre as a vehicle,... more In this article we take a strength-based approach to understand how Applied Theatre as a vehicle, provides opportunities for embodied voices to have a positive influence on the wellbeing, and attitudes to health, of young people who have been 'pushed' to the margins. We begin by explaining the concepts of wellbeing, embodiment and embodied voices, and Applied Theatre, followed by an example of practice from Canada with Indigenous youth to illustrate these concepts, and finally present some recommendations for professionals using Applied Theatre for co-creation with 'marginalised' youth for their wellbeing.
Research in Drama Education: The Journal of Applied Theatre and Performance, 2016
arts practices including theatre, rap and visual art with students in the TAFE College. Balfour e... more arts practices including theatre, rap and visual art with students in the TAFE College. Balfour et al. do reveal that the fictional frames and distancing devices they use do not always keep more traumatic experiences divorced from the theatre workshops. They detail students introducing guns and weapons into their stories, bringing plans to resolve a bullying situation with a machete into the classroom, as well as detailing the general exhaustion amongst TAFE students, who are often working one if not more jobs, and display some suspicion towards seemingly non-pragmatic language learning approaches. Dani Snyder-Young’s Theatre of Good Intentions: Challenges and Hopes for Theatre and Social Change (2013) recently put forth the provocative challenge for theatremakers and applied theatre practitioners to consider more seriously whether ‘theatre is the intervention their circumstances and goals require’ (132). Balfour et al. crucially recognise the limits of applied theatre as stand-alone intervention and in the final pages of this book, they remark that they wish they had connected more with the ‘elders and leaders of specific cultural communities,’ in the hopes that these more substantial points of contact would have led to a more sustainable and embedded legacy for their practice. It is the rigour yet recognised limits of Balfour et al.’s work that makes it a model for future practice in this area. They muse that resilience is ‘more likely to be revealed by action than developed through it,’meaning that applied theatre’s usefulness as a conduit for empowerment is undeniable, but that practice in this area will only improve as practitioners become more mindful of the resilience and skills their participants already bring to the table, and the wider social and learning network support systems that must be in place to facilitate the application of discoveries in the applied theatre classroom to their broader life contexts.
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Papers by Elinor Vettraino