title: From Agincourt to the Avon: Ngaio Marsh and Henry V (1972)

authors: Houlahan, Mark

abstract: In the evening of October 1, 1972, the James Hay Theatre in the Christchurch Town Hall was officially launched with an impressively mounted production of Shakespeare’s Henry V, directed by Ngaio Marsh, internationally famous as one of the Queens of Crime fiction, and who had directed high quality Shakespeare productions in Ōtautahi/Christchuch since 1943. The production, using over 100 actors and featuring professional actors Marsh had trained who returned from England to perform, was a pinnacle of her production style, and each of the ten performances sold out. Marsh’s meticulously prepared promptbooks for the show, housed in the Turnbull Library, show every cut and move sketched by Marsh in advance. The Marsh archives also document reviewers’ reactions and recollections from the company, and contain a rich array of visual evidence: posters, production stills, and the official programme. In my paper I will use this data to evoke this lavish production. In 2019 the Town Hall re-opened after extensive restoration following the 2011 earthquakes, a process documented in The Christchurch Town Hall 1965-2019: a Dream Renewed (Canterbury UP, 2020), and the venue has begun presenting post-Covid entertainments. It is timely then to pivot back to 1972 and ask what we can learn from this production about the place of Marsh’s theatre in the development of performance culture in Aotearoa; and open out to the wider, ongoing questions as to the place of Shakespeare in our cultural fabric.

text: From Agincourt to the Avon: Ngaio Marsh and Henry V (1972) In the evening of October 1, 1972, the James Hay Theatre in the Christchurch Town Hall was officially launched with an impressively mounted production of Shakespeare’s Henry V, directed by Ngaio Marsh, internationally famous as one of the Queens of Crime fiction, and who had directed high quality Shakespeare productions in Ōtautahi/Christchuch since 1943. The production, using over 100 actors and featuring professional actors Marsh had trained who returned from England to perform, was a pinnacle of her production style, and each of the ten performances sold out. Marsh’s meticulously prepared promptbooks for the show, housed in the Turnbull Library, show every cut and move sketched by Marsh in advance. The Marsh archives also document reviewers’ reactions and recollections from the company, and contain a rich array of visual evidence: posters, production stills, and the official programme. In my paper I will use this data to evoke this lavish production. In 2019 the Town Hall re-opened after extensive restoration following the 2011 earthquakes, a process documented in The Christchurch Town Hall 1965-2019: a Dream Renewed (Canterbury UP, 2020), and the venue has begun presenting post-Covid entertainments. It is timely then to pivot back to 1972 and ask what we can learn from this production about the place of Marsh’s theatre in the development of performance culture in Aotearoa; and open out to the wider, ongoing questions as to the place of Shakespeare in our cultural fabric.

year: 2021-11-10

title: Affective learning outcomes in the field: A review of the 2021 Undergraduate Field Experiences Research Network Meeting

authors: Ward, Emily Geraghty

abstract: Ecology and geoscience professionals alike have stressed the value of undergraduate field experiences, ranging from short outdoor laboratories, residential courses at field stations and marine laboratories or geology camps, traveling courses, or week- to month-long research experiences, in the training for future careers in these disciplines. Advocates for field experiences highlight their importance in providing students with the opportunity to apply what they have learned in the classroom to a novel, outdoor setting and to practice skills that are needed by professionals in these fields (American Geosciences Institute 2001, Dillon et al. 2006, Easton and Gilburn 2012, Petcovic et al. 2014, Durrant and Hartman 2015, Hix 2015). Though field experiences are seen as important, they can be expensive and logistically complex, and for years field programs have faced challenges related to funding reductions at institutions of higher education (Moore 2001, Smith 2004, Cotton 2009, Fleischner et al. 2017). The global pandemic has made this past year especially difficult for field programs in that many had to rapidly adapt to create virtual field experience equivalents (Barton 2020, Burmeister 2020, Gerhart et al. 2021, Race et al. 2021), drastically reduce the number of students they serve, or cancel their offerings altogether (Swing et al. 2021).

Though field programs have adapted this past year, many are eager to return to in-person field experiences once we begin to reach the other side of the pandemic. When they do, how can they retain design elements of virtual field experiences that help make in-person experiences more inclusive (Stokes et al. 2019)? How can they leverage the findings on the importance of nature on well-being and public health (Hartig et al. 2010, Bratman et al. 2015), brought to light by the global pandemic (Ugolini et al. 2020, Filgueira et al. 2021)? How can field experiences be designed to promote positive affective student learning outcomes (how students think and feel about their experience in the field) in order to create an inclusive learning environment?

Of the body of research on the effects of field experiences on student learning, relatively few studies focus on the effects of field experiences on learning outcomes related to the affective domain (van der Hoeven Kraft et al. 2011, Jolley et al. 2018). To further understand the impacts of field experiences on students' affective development, the Undergraduate Field Experiences Research Network (UFERN) (https://ufern.net/) brought together researchers and practitioners from a variety of disciplines (primarily from ecology, the geosciences) at the March 2021 Virtual Network Meeting to envision the future of undergraduate field education. UFERN hosted lightning research talks in an effort to promote interdisciplinary conversations about research in affective learning outcomes in UFEs. The research talks and group discussions that followed highlighted a variety of areas of emerging research and identified relevant themes related to the importance of affect in field learning that are summarized below.

text: Affective learning outcomes in the field: A review of the 2021 Undergraduate Field Experiences Research Network Meeting Ecology and geoscience professionals alike have stressed the value of undergraduate field experiences, ranging from short outdoor laboratories, residential courses at field stations and marine laboratories or geology camps, traveling courses, or week- to month-long research experiences, in the training for future careers in these disciplines. Advocates for field experiences highlight their importance in providing students with the opportunity to apply what they have learned in the classroom to a novel, outdoor setting and to practice skills that are needed by professionals in these fields (American Geosciences Institute 2001, Dillon et al. 2006, Easton and Gilburn 2012, Petcovic et al. 2014, Durrant and Hartman 2015, Hix 2015). Though field experiences are seen as important, they can be expensive and logistically complex, and for years field programs have faced challenges related to funding reductions at institutions of higher education (Moore 2001, Smith 2004, Cotton 2009, Fleischner et al. 2017). The global pandemic has made this past year especially difficult for field programs in that many had to rapidly adapt to create virtual field experience equivalents (Barton 2020, Burmeister 2020, Gerhart et al. 2021, Race et al. 2021), drastically reduce the number of students they serve, or cancel their offerings altogether (Swing et al. 2021).

Though field programs have adapted this past year, many are eager to return to in-person field experiences once we begin to reach the other side of the pandemic. When they do, how can they retain design elements of virtual field experiences that help make in-person experiences more inclusive (Stokes et al. 2019)? How can they leverage the findings on the importance of nature on well-being and public health (Hartig et al. 2010, Bratman et al. 2015), brought to light by the global pandemic (Ugolini et al. 2020, Filgueira et al. 2021)? How can field experiences be designed to promote positive affective student learning outcomes (how students think and feel about their experience in the field) in order to create an inclusive learning environment?

Of the body of research on the effects of field experiences on student learning, relatively few studies focus on the effects of field experiences on learning outcomes related to the affective domain (van der Hoeven Kraft et al. 2011, Jolley et al. 2018). To further understand the impacts of field experiences on students' affective development, the Undergraduate Field Experiences Research Network (UFERN) (https://ufern.net/) brought together researchers and practitioners from a variety of disciplines (primarily from ecology, the geosciences) at the March 2021 Virtual Network Meeting to envision the future of undergraduate field education. UFERN hosted lightning research talks in an effort to promote interdisciplinary conversations about research in affective learning outcomes in UFEs. The research talks and group discussions that followed highlighted a variety of areas of emerging research and identified relevant themes related to the importance of affect in field learning that are summarized below.

year: 2021

title: The discovery of the Waiorongomai goldfield in 1881

authors: Hart, Philip

abstract: The first reports of gold being found in the vicinity of the Waiorongomai Stream were made in early November 1880, and after the opening of the goldfield a small rush took place to this part of the mountain. The first claims were pegged out in December and the following January, encouraged by some gold being found, but few claims were registered, for most prospectors were quickly disappointed. Prospecting was difficult because of the rugged terrain and heavy bush, and interest quickly faded.
Then, in early October, Hone Werahiko announced his latest and best find and provided samples of payable ore taken from a large reef. Immense excitement ensued, as this was the first payable reef to be found, and after Werahiko led miners on an exhausting trip to his ‘New Find’ a rush set in and many claims were pegged out. The first official to inspect the ground anticipated that the reefs could be easily worked, once an access track was constructed. The small settlement of Te Aroha was revived because a real goldfield had been found, at last.

text: The discovery of the Waiorongomai goldfield in 1881 The first reports of gold being found in the vicinity of the Waiorongomai Stream were made in early November 1880, and after the opening of the goldfield a small rush took place to this part of the mountain. The first claims were pegged out in December and the following January, encouraged by some gold being found, but few claims were registered, for most prospectors were quickly disappointed. Prospecting was difficult because of the rugged terrain and heavy bush, and interest quickly faded.
Then, in early October, Hone Werahiko announced his latest and best find and provided samples of payable ore taken from a large reef. Immense excitement ensued, as this was the first payable reef to be found, and after Werahiko led miners on an exhausting trip to his ‘New Find’ a rush set in and many claims were pegged out. The first official to inspect the ground anticipated that the reefs could be easily worked, once an access track was constructed. The small settlement of Te Aroha was revived because a real goldfield had been found, at last.

year: 2016