E(Lab)orating Performance: Transnationalism and Blended Learning in the Theatre Classroom

Autor/inn/en	Cloete, Nicola; Dinesh, Nandita; Hazou, Rand T.; Matchett, Sara
Titel	E(Lab)orating Performance: Transnationalism and Blended Learning in the Theatre Classroom
Quelle	In: Research in Drama Education, 20 (2015) 4, S.470-482 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2015.1065723
Schlagwörter	International Cooperation; International Programs; Theater Arts; Drama; Technology Uses in Education; Educational Technology; Blended Learning; Foreign Countries; Higher Education; Teaching Methods; Performance; India; New Zealand; South Africa + Suchen Sie Ihr Suchwort? Internationale Kooperation; Internationale Zusammenarbeit; Theaterwissenschaft; Schauspiel; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Achievement; Leistung; Indien; Neuseeland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	"E(Lab)orating Performance" is a transnational collaborative teaching and learning project involving Massey University (New Zealand), University of Cape Town (South Africa), UWC Mahindra College (India), and University of the Witwatersrand (South Africa). The project was devised to facilitate creative engagements between students and educators in theatre and performance classrooms at the participating institutions. By using online platforms to create transnational teaching and learning spaces, the project explored the affordances and the limitations of blended learning approaches to "live" disciplines like Theatre and Performance Studies. In addition to exploring aspects of blended learning, the project was guided by an assumption that it might facilitate transnational cultural citizenship, through which participating students and educators might develop cosmopolitan engagements and openness to cultural differences. This paper critically examines the "E(Lab)orating Performance" project by providing an overview, a reflection on its various "productive mistranslations", and a consideration of its effectiveness as a teaching and learning initiative. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01