title: Removing the ‘Cloak of Invisibility’: New Zealand Directors Discuss Theatre Directing Praxis

authors: Byrnes, Vanessa

subjects: Directing

abstract: This thesis reveals central thematic concerns relating to directing text-based professional theatre in New Zealand. How does a select cohort of professional New Zealand theatre directors bring texts dynamically to life? How have they directed actors through texts? What are the origins and contours of these praxes? What and who have been the key influences? And how do they view the role and function of a director and of theatre? 

The thesis analyses the praxis of ten contemporary New Zealand theatre directors whose work is typically generated from classic and contemporary play scripts. It does this through the creation of an original archive of semi-structured interviews. The thesis focuses on five key themes: constraints, freedoms, key methodological influences, working with actors in rehearsal, and working with actors towards revelation. 

Taking a case study approach, the thesis seeks points of similarity and difference between these directors’ praxis, arguing that principal findings are characteristic of professional New Zealand theatre directing in general. The thesis contends that this representation of text-based theatre directing in New Zealand exhibits distinctive characteristics. These include a variety of ‘actor-centric’ techniques. British director Mike Alfreds has made a particular contribution to contemporary New Zealand theatre directing practice, especially since his masterclass with directors and actors, held in 1989, and this work is considered in depth. 

The thesis concludes that the while the trope of interpretive directing in New Zealand is varied and nuanced, there are common threads that together weave a ‘cloak of invisibility’. In revealing the fabric and shape of this cloak, it argues that these New Zealand theatre directors have a distinct voice and are engaged in constructing a distinctive post-colonial praxis, while at the same time making a significant contribution to the evolving discourse of international theatre directing and performance practice.

text: Removing the ‘Cloak of Invisibility’: New Zealand Directors Discuss Theatre Directing Praxis This thesis reveals central thematic concerns relating to directing text-based professional theatre in New Zealand. How does a select cohort of professional New Zealand theatre directors bring texts dynamically to life? How have they directed actors through texts? What are the origins and contours of these praxes? What and who have been the key influences? And how do they view the role and function of a director and of theatre? 

The thesis analyses the praxis of ten contemporary New Zealand theatre directors whose work is typically generated from classic and contemporary play scripts. It does this through the creation of an original archive of semi-structured interviews. The thesis focuses on five key themes: constraints, freedoms, key methodological influences, working with actors in rehearsal, and working with actors towards revelation. 

Taking a case study approach, the thesis seeks points of similarity and difference between these directors’ praxis, arguing that principal findings are characteristic of professional New Zealand theatre directing in general. The thesis contends that this representation of text-based theatre directing in New Zealand exhibits distinctive characteristics. These include a variety of ‘actor-centric’ techniques. British director Mike Alfreds has made a particular contribution to contemporary New Zealand theatre directing practice, especially since his masterclass with directors and actors, held in 1989, and this work is considered in depth. 

The thesis concludes that the while the trope of interpretive directing in New Zealand is varied and nuanced, there are common threads that together weave a ‘cloak of invisibility’. In revealing the fabric and shape of this cloak, it argues that these New Zealand theatre directors have a distinct voice and are engaged in constructing a distinctive post-colonial praxis, while at the same time making a significant contribution to the evolving discourse of international theatre directing and performance practice.

year: 2015

title: The mathematical content knowledge and attitudes of New Zealand pre-service primary teachers

authors: Young-Loveridge, Jennifer

subjects: education

abstract: This paper presents data on the mathematical content knowledge and attitudes of pre-service primary teacher education students. The assessment consisted of nine tasks, including 2-digit computations and proportional reasoning. Students rated their liking for mathematics at three time points: primary, secondary, .and when assessed. Fewer than half the students liked mathematics, currently. Those with positive attitudes tended to perform well on mathematics tasks, but some low scorers were positive and some high' scorers were negative about mathematics. Most students used algorithmic procedures to solve problems and several consistent misconceptions were identified. Performance was noticeably poor on adding common fractions and converting fractions to percentages using knowledge of common factors. The implications of these findings for Initial Teacher Education (ITE) providers are presented.

text: The mathematical content knowledge and attitudes of New Zealand pre-service primary teachers This paper presents data on the mathematical content knowledge and attitudes of pre-service primary teacher education students. The assessment consisted of nine tasks, including 2-digit computations and proportional reasoning. Students rated their liking for mathematics at three time points: primary, secondary, .and when assessed. Fewer than half the students liked mathematics, currently. Those with positive attitudes tended to perform well on mathematics tasks, but some low scorers were positive and some high' scorers were negative about mathematics. Most students used algorithmic procedures to solve problems and several consistent misconceptions were identified. Performance was noticeably poor on adding common fractions and converting fractions to percentages using knowledge of common factors. The implications of these findings for Initial Teacher Education (ITE) providers are presented.

year: 2012

title: Te pā harakeke: Educational success and kōhanga reo

authors: McMillan, Hoana

subjects: kōhanga reo

abstract: Exploring the meaning of educational success in an indigenous context is a challenging task.  Success has come to be promoted as narrow forms of academic success.  However, “academic success” does not adequately take into account the knowledge, values, and beliefs of Indigenous peoples that stem from their unique ways of living and being in the world.  Indigenous language immersion settings, such as kōhanga reo (Māori immersion “language nests” for children from birth to six years old in Aotearoa New Zealand), have emerged in response to the desires of Indigenous peoples to retain their knowledge, language, and culture. 

This study contributes to the debate about the nature of educational success by examining multi-generational whānau (family) views of educational success in kōhanga reo. It also explores the contributions of kōhanga reo to the educational success of whānau. The study explored the lived experiences and views of educational success across five whānau spanning three generations: kaumātua (the grandparent generation who helped to set up kōhanga reo), mātua (the parent generation and first graduates of kōhanga reo), and mokopuna (children of the mātua and grandchildren of the kaumātua generations). Data for the kaumātua and mātua generations was collected through the Māori cultural practice of wānanga, and the Mosaic approach was used with mokopuna to provide a number of tools for them to express their views of educational success. The data gathered was then represented as multi-generational pūrākau (a Māori form of storying) to ensure the narratives relating to educational success remained intact and culturally valid.

The findings of this research show the meaning of educational success for the three generations in kōhanga reo was associated with Mana Reo (the power of language), Mana Tangata (the power of people), and Mana Whenua (the power of the land). In addition, kōhanga reo has championed the educational success of the multi-generational whānau by providing strong support for the Māori language, whānau transformations, and wellbeing. The influence of kōhanga reo has led to many outcomes showcasing the educational success of mokopuna and whānau who are learning, using, sharing, and protecting te reo Māori. All three generations value whanaungatanga and manaakitanga, and actively look for opportunities that lead to positive outcomes in their homes, schools, and wider communities.

There are many implications for whānau, kōhanga reo, Te Kōhanga Reo National Trust, the education sector, and policy makers. Foremost is reaffirming the message that identity, language, and culture matters in discussions relating to educational success. With each generation, whānau are unlocking new dimensions of, and pathways to, educational success linked to Mana Reo, Mana Tangata, and Mana Whenua. The kōhanga reo model, as a unique indigenous model, plays an important role in unlocking pathways to educational success now and in the future through its unwavering commitment to the cultural socialisation of whānau.

text: Te pā harakeke: Educational success and kōhanga reo Exploring the meaning of educational success in an indigenous context is a challenging task.  Success has come to be promoted as narrow forms of academic success.  However, “academic success” does not adequately take into account the knowledge, values, and beliefs of Indigenous peoples that stem from their unique ways of living and being in the world.  Indigenous language immersion settings, such as kōhanga reo (Māori immersion “language nests” for children from birth to six years old in Aotearoa New Zealand), have emerged in response to the desires of Indigenous peoples to retain their knowledge, language, and culture. 

This study contributes to the debate about the nature of educational success by examining multi-generational whānau (family) views of educational success in kōhanga reo. It also explores the contributions of kōhanga reo to the educational success of whānau. The study explored the lived experiences and views of educational success across five whānau spanning three generations: kaumātua (the grandparent generation who helped to set up kōhanga reo), mātua (the parent generation and first graduates of kōhanga reo), and mokopuna (children of the mātua and grandchildren of the kaumātua generations). Data for the kaumātua and mātua generations was collected through the Māori cultural practice of wānanga, and the Mosaic approach was used with mokopuna to provide a number of tools for them to express their views of educational success. The data gathered was then represented as multi-generational pūrākau (a Māori form of storying) to ensure the narratives relating to educational success remained intact and culturally valid.

The findings of this research show the meaning of educational success for the three generations in kōhanga reo was associated with Mana Reo (the power of language), Mana Tangata (the power of people), and Mana Whenua (the power of the land). In addition, kōhanga reo has championed the educational success of the multi-generational whānau by providing strong support for the Māori language, whānau transformations, and wellbeing. The influence of kōhanga reo has led to many outcomes showcasing the educational success of mokopuna and whānau who are learning, using, sharing, and protecting te reo Māori. All three generations value whanaungatanga and manaakitanga, and actively look for opportunities that lead to positive outcomes in their homes, schools, and wider communities.

There are many implications for whānau, kōhanga reo, Te Kōhanga Reo National Trust, the education sector, and policy makers. Foremost is reaffirming the message that identity, language, and culture matters in discussions relating to educational success. With each generation, whānau are unlocking new dimensions of, and pathways to, educational success linked to Mana Reo, Mana Tangata, and Mana Whenua. The kōhanga reo model, as a unique indigenous model, plays an important role in unlocking pathways to educational success now and in the future through its unwavering commitment to the cultural socialisation of whānau.

year: 2024