title: Safe to speak? A teacher's story of one child's apparent 'liberation' and 'transformation' through the security of role.

authors: Aitken, Vivienne Jane

subjects: drama education

abstract: The following article arose out of conversations between the authors, Shay Cowley, a second year student at the School of Education, The University of Waikato, and Dr. Viv Aitken, who lectures in Drama in Education at the same university. Shay contacted Viv to tell her about the successful drama unit she had taught on her first year teaching practicum and, in particular, to report th apparent 'transformation' that had occurred for one student in the class (referred to here as 'Kate'). Through continued discussion about Shay's experience, a decision was made to share her story and to position this within related theory on the transformative potential of drama. In terms of methodology, then, the article emerges from practitioner reflection: in this case, the anecdotal reflections of an emergent teacher. The student's narrative is then deconstructed and the anecdotal material is used as the basis for the exploration of hypothetical questions which are seen as having relevance and importance in the field of drama education.

text: Safe to speak? A teacher's story of one child's apparent 'liberation' and 'transformation' through the security of role. The following article arose out of conversations between the authors, Shay Cowley, a second year student at the School of Education, The University of Waikato, and Dr. Viv Aitken, who lectures in Drama in Education at the same university. Shay contacted Viv to tell her about the successful drama unit she had taught on her first year teaching practicum and, in particular, to report th apparent 'transformation' that had occurred for one student in the class (referred to here as 'Kate'). Through continued discussion about Shay's experience, a decision was made to share her story and to position this within related theory on the transformative potential of drama. In terms of methodology, then, the article emerges from practitioner reflection: in this case, the anecdotal reflections of an emergent teacher. The student's narrative is then deconstructed and the anecdotal material is used as the basis for the exploration of hypothetical questions which are seen as having relevance and importance in the field of drama education.

year: 2007

title: Dynamic Conditioning: Preparation of actors for the delivery of dynamic performance

authors: Sturgess-Monks, Nicholas

subjects: dynamic

abstract: This thesis represents an attempt to establish, and develop, a methodology for the preparation of actors for delivery of a physically and vocally dynamic performance, informed by the fact of theatrical immediacy. Specifically, this can be understood as a systematised collection of exercises and principles that are conducive to such an intent. The effectiveness of the conditioning exercises engaged in were tested through the preparation and staging of The Best Thing!, a full-length play, for public audience.

A structural division has been made in this document between theoretical research and practical elements. In Chapter 1 can be discovered the progression of theory that informed the development of exercises engaged in, as well as stylistic intentions. The paradigmatic state of the modern theatre is discussed, in relation to the new performative mediums of film and television, concluding that a formal shift is required in theatre if it is to continue to be justified as a relevant artistic medium in contemporary culture. This is formed with reference to the prior work of a range of theatrical practitioners and theorists of the past century.

In Chapter 2 the successive stages of practical research undertaken are discussed. Beginning with the training investigations, continuing into a discussion of rehearsal processes, and culminating with an analysis of The Best Thing! in this specific staged form, with attention given to its success with respect to the performance Dynamics identified in the research previously enacted.

Documentary material, regarding investigative processes and theoretical development may be found within the Appendices. This includes a detailed dramaturgical analysis, a narrative deconstruction of The Best Thing!, and a complete elaboration of the activities and exercises engaged in during the research process. Several videos are also included, providing practical demonstration of events discussed.

text: Dynamic Conditioning: Preparation of actors for the delivery of dynamic performance This thesis represents an attempt to establish, and develop, a methodology for the preparation of actors for delivery of a physically and vocally dynamic performance, informed by the fact of theatrical immediacy. Specifically, this can be understood as a systematised collection of exercises and principles that are conducive to such an intent. The effectiveness of the conditioning exercises engaged in were tested through the preparation and staging of The Best Thing!, a full-length play, for public audience.

A structural division has been made in this document between theoretical research and practical elements. In Chapter 1 can be discovered the progression of theory that informed the development of exercises engaged in, as well as stylistic intentions. The paradigmatic state of the modern theatre is discussed, in relation to the new performative mediums of film and television, concluding that a formal shift is required in theatre if it is to continue to be justified as a relevant artistic medium in contemporary culture. This is formed with reference to the prior work of a range of theatrical practitioners and theorists of the past century.

In Chapter 2 the successive stages of practical research undertaken are discussed. Beginning with the training investigations, continuing into a discussion of rehearsal processes, and culminating with an analysis of The Best Thing! in this specific staged form, with attention given to its success with respect to the performance Dynamics identified in the research previously enacted.

Documentary material, regarding investigative processes and theoretical development may be found within the Appendices. This includes a detailed dramaturgical analysis, a narrative deconstruction of The Best Thing!, and a complete elaboration of the activities and exercises engaged in during the research process. Several videos are also included, providing practical demonstration of events discussed.

year: 2013

title: Indigenous Rights Hollow Rights?

authors: Toki, Valmaine

abstract: The Declaration on the Rights of Indigenous Peoples (“the Declaration”) was the initiative of the Working Group on Indigenous Populations (“WGIP”). Established in 1982, the mandate of the WGIP was to develop international standards concerning Indigenous peoples’ rights. The Declaration was a manifestation of this mandate and a clear articulation of international standards on the rights of Indigenous peoples. It was not until 25 years later, in September 2007, that the final text was adopted by the General Assembly with a majority of 143 states in favour. Eleven states offered abstentions. Four states opposed adoption: Australia, Canada, the United States of America (“the United States”) and New Zealand.

text: Indigenous Rights Hollow Rights? The Declaration on the Rights of Indigenous Peoples (“the Declaration”) was the initiative of the Working Group on Indigenous Populations (“WGIP”). Established in 1982, the mandate of the WGIP was to develop international standards concerning Indigenous peoples’ rights. The Declaration was a manifestation of this mandate and a clear articulation of international standards on the rights of Indigenous peoples. It was not until 25 years later, in September 2007, that the final text was adopted by the General Assembly with a majority of 143 states in favour. Eleven states offered abstentions. Four states opposed adoption: Australia, Canada, the United States of America (“the United States”) and New Zealand.

year: 2011