The context for this paper is an increasing convergence in workshop-based practice in drama training creating an overlap between the work of conservatoires and that of academic performing arts departments. At postgraduate level this manifests itself as Practice-as-Research or Practicebased Research. While undergraduates are experiencing a wide variety of hybrid courses, for emerging artists exploring their own practice, in the context of a higher degree, the translation of the work in the rehearsal room into forms familiar to the academy is often fraught. There are different imperatives which can be defined in terms of radically different “sites for opening knowledge” (Piccini 2005: 5). Aristotle contrasted these competing forms of knowledge in Nichomachean Ethics as „knowledge about‟ and „know how‟: we may recognize the boundaries as „theory‟ and „praxis‟, while Shotter (2006), drawing on sources as diverse as Wittgenstein and Bahktin, contrasts „aboutness‟ and withness‟
|Publication status||Published - 2008|
|Event||Centre for Learning & Teaching Research (CLTR) Conference - Edge Hill University, Ormskirk, United Kingdom|
Duration: 4 Jun 2008 → …
|Conference||Centre for Learning & Teaching Research (CLTR) Conference|
|Period||4/06/08 → …|
Hopkinson, B. (2008). A Clown in the academy: the psychophysical imperative in 1st year undergraduate theatre practice. Paper presented at Centre for Learning & Teaching Research (CLTR) Conference, Ormskirk, United Kingdom.