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| 008 | 240724s2014 xx o ||||0 eng d | ||
| 020 |
_a9789462097407 _q(electronic bk.) |
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| 035 | _a(Au-PeEL)EBL3034985 | ||
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| 050 | 4 | _aL1-991 | |
| 100 | 1 | _aCarter, Mindy R. | |
| 245 | 1 | 4 |
_aThe Teacher Monologues : _bExploring the Identities and Experiences of Artist-Teachers. |
| 250 | _a1st ed. | ||
| 264 | 1 |
_aRotterdam : _bBRILL, _c2014. |
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| 264 | 4 | _c©2014. | |
| 300 | _a1 online resource (144 pages) | ||
| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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| 505 | 0 | _aIntro -- The Teacher Monologues: Exploring the Identities and Experiences of Artist-Teachers -- DEDICATION -- TABLE OF CONTENTS -- List of Figures -- Acknowledgements -- Foreword -- Note -- Chapter 1: Positionings, Placements & -- Postulations -- 1.1 Introduction -- 1.2 The Research Study -- 1.3 Antonin Artaud -- 1.4 Curriculum Theory -- 1.5 Overview -- Interlude 1: Introduction -- Chapter 2: A/r/tography and the Research Project -- 2.1 A/r/tography -- 2.2 The Research Project -- Interlude 2: The Monologues -- Chapter 3: Moments Such as These -- 3.1 Theme 1 -- 3.2 Theme 2 -- 3.3 Theme 3 -- 3.4 Theme 4 -- 3.5 Final Thoughts -- Interlude 3: Border Theories, Liminal Spaces and Becoming a Crossroads -- Chapter 4: Understandings -- 4.1 Understanding 1 -- 4.2 Understanding 2 -- 4.3 Understanding 3 -- 4.4 Understanding 4 -- Interlude 4: Learning the Language of the Heart -- Chapter 5: Considering the Openings -- 5.1 What I have Learned and How This Impact Theory and Practice -- 5.2 Implications, Impact and Future Directions Related to Drama, Theatre and Arts Based Education and Research -- 5.3 Impact, Implications and Future Directions for Teacher Education -- Interlude 5: The Beginning from the End -- Appendix 1: The Monologues -- References. | |
| 520 | _aThis book examines the experiences of four Conservatory style trained actors, who go onto complete teacher education programs. In keeping with a/r/tography this research uses social science methods and creative methods of data collection. Interviews and reflective writing about the participant's educational and experiential backgrounds are complimented by the writing of monologues. Themes from the data collected during interviews, reflective writing and monologues led to the understandings that: there is a connection between developing consciousness and having a noetic experience; actor-teachers want to talk about their noetic experiences; residue is an a/r/tographic rendering used to describe the way that having an illuminating experience in theatre school affected the participants; and an immanent curriculum can be understood by theatrical engagement. | ||
| 588 | _aDescription based on publisher supplied metadata and other sources. | ||
| 590 | _aElectronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. | ||
| 650 | 0 | _aArts in education. | |
| 650 | 0 | _aEducation -- Research. | |
| 655 | 4 | _aElectronic books. | |
| 776 | 0 | 8 |
_iPrint version: _aCarter, Mindy R. _tThe Teacher Monologues _dRotterdam : BRILL,c2014 _z9789462097384 |
| 797 | 2 | _aProQuest (Firm) | |
| 856 | 4 | 0 |
_uhttps://ebookcentral.proquest.com/lib/orpp/detail.action?docID=3034985 _zClick to View |
| 999 |
_c62416 _d62416 |
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