Volume 1 Number 31


Hi Folks,

Kim's Drama Blog  

First, let me start by apologising for the late delivery of this week's newsletter.  The end of the term break snuck up on me and I had quite a bit to do for university and school.  This has been an odd week... mainly in terms of unsettling the status quo.  I have spent some time at uni getting one of the Drama units for my M.Ed studies completed.  I got a bit carried away with the Digital Drama survey that I'd been conducting.   I've done a fair bit of analysis of the quantitative data and come up with a few ides - they are the main thrust of the newsletter this week.

I've also had some discussions about employment...  a couple of universities have expressed an interest in engaging my services and I have yet another interview for Director of Performing Arts at a prestigious girls school...  all very exciting but it does complicate making plans for next year.  

Discussion List Issues

There hasn't been a lot on the discussion list but I have had several people contacting me via the website for a range of information... If you can help with any details on the following please drop a message to the group:

  1. I am searching for the play version of John Birmingham's 'He Died With A Falafel In His Hand,' however I am finding it near impossible to find. I believe that it was adapted for the stage by - Steve Le Marquard, Simon Bedak and Michael Neaylon.  Do you know where I could find the script? Also I am looking for a play by Madri McConnochie called - 'Toxic Girls.' Do you of this scripts whereabouts too?
  2. Please could someone tell me how I can become a member of DRAMAWEST?
  3. I am looking at going to IDEA in July next year (I will be in the area...), but am currently not employed as a drama teacher as I am travelling the world.  Anyway just wanted to see in what capacity you were planning to attend the conference and whether you or Drama Education Australia might need any help.
  4. Currently seeking a full time Drama (secondary) position in Perth. Any advice or help would be really appreciated. I am originally from Perth (graduated from WAAPA and ECU in 2002). Returning to Perth Jan 1st 2004.
  5. In the last few days we've had almost 300 visits to our site from your links. 64 from your blog, and 227 from this page. We are delighted. 
  6. I'm not a Teacher - just a Mum - and I've been searching the Web to find Drama Lessons for my daughter but not really getting anywhere.  She is 12years old and has attended Dance Lessons since she was four.  This year she has taken part in a course called 'Comedy Company' run by Joondalup PEAC.  Her PEAC Teachers and the man running the Incursion have commented that she displays a lot of talent in Drama/Theatre Arts. She was totally wrapped with the Course and would now like to take Drama Lessons.  This is where I come unstuck - I have no experience in this area and even after searching the Internet for several hours I still don't know where to begin.
  7. I am a Primary Education Student - my theme is Local Places and Changes- Looking at Social, Physical and Cultural Changes in local area, and impacts of change and new development - focus on a local shopping development scenario in the old main shopping strip. I am having trouble find some pre-text materials to use, with emphasis on urban themes, places, people, events and characters  and impacts of change and development. The teaching unit will focus upon such strategies as role plays, recounts, narratives and storytelling of past/history of local area to develop students knowledge towards undertaking a mock community meeting about the proposed development. If you have any suggestions, that would be great. Your internet site is great, keep up the good work.

FEEDBACK

STARTING TO STRUGGLE FOR IDEAS - PLEASE SUBMIT SOME LESSONS AND ACTIVITIES I CAN SHARE WITH THE READERSHIP!!!

While there are several limitations to this study the following points can be argued:

1)     Teachers generally believe IT will offer benefits to the field of Drama education and that students will gain better learning opportunities as a result of engaging with technology.  Further it is suggested by some respondents that students will be disadvantaged if we do not adopt technology as a apart of Drama education;

2)     A little under half of the Drama educators who responded are actually attempting the use of IT in their classes.  This is indicated as a combination of several factors – some teachers see no need to do so, others feel inadequately skilled or resourced to tackle such use, and others believe that there are too many problems inherent in doing so – these problems largely seem to be related to unreliable computers and equipment;

3)     Many teachers seem to be believe that they do not have appropriate technology available to them.  This is indicated by a very strong “disagree” response to Item 4.  However there is a significant group (approx 1/3) of respondents who believe the existing technology they have access to is sufficient.  This may suggest that many educational environments are either deficient in their provision of resources or that teachers are unaware of how the technology might be used in Drama.;

4)     In regards to professional knowledge about the use of technology there is a fairly even division between those who believe they are adequately informed and those who believe they do not currently have the requisite knowledge to engage with technology.  Approx 20% of respondents suggested that they were uncertain if they had the knowledge or not.  This might be interpreted as indicating that there is no clearly defined criteria for what constitutes “necessary knowledge”.   This is one of several aspects of this study that indicate further investigation and experimentation is required in order to identify any technology competencies required by Drama teachers.;

5)     The strongest indicators in this study were the three questions relating to the perceived importance and benefit of technology in the context of Drama education.  In all three cases there were clearly visible affirmations that respondents believe technology is both important and likely to be beneficial to Drama education;

6)     Teachers would like more opportunities to learn about IT in Drama.  This item was the most heavily indicated single variable, with approximately 87% of all respondents indicating they would like to learn more about the role of technology in Drama education.  This item alone seems to confirm that there is a genuine need to provide significant learning opportunities for practicing Drama teachers and to adequately prepare pre-service teachers during their studies.  The logical extension of this is that once teachers are readily using technology in their classrooms the base level of knowledge will shift and students will graduate with both knowledge and expectations about the use of technology in Drama education.

RECOMMENDED WEBSITES

ABSTRACT
This paper describes the strategies employed to produce a learning experience combining role-based improvisational drama and digital interactivity. The "To the Spice Islands" project draws on the distinct yet parallel traditions of Interactive Drama and Process Drama, attempting to match levels of dramatic engagement with levels of digital interactivity. This hybrid approach allows action and narrative to develop simultaneously.

PROFESSIONAL NEWS

Just to let you know that Juliana Saxton and Carole  Miller have
extended the final date for proposals for the IDEA 2004 Congress to
October 20th. This is partly to accommodate us, given the date of our
DA conference. This will enable us to promote the IDEA 2004 Congress
in Brisbane and to talk amongst ourselves about  ideas for  papers
and workshops  for Ottowa!

The Organizing Committee of Performance Studies international #10 invites proposals for papers to be presented at the conference Perform: State: Interrogate: which will take place from 15th - 18th June 2004 in Singapore.

RECOMMENDED RESOURCES

CAD Design and Visualisation for the Theatre
by Christine White, Gavin Carver

Theatre designers using 3D software for computer visualisation in the theatre will find this book both a guide to the creative design process as well as an introduction to the use of computers in live performance. Covering the main software packages in use: Strata Studio Base, 3D Studio Max and 3D Studio Viz, the book provides techniques for 3D modelling alongside creative ideas and concepts for working in 3D space. Projects are provided to sharpen your awareness and digital skills as well as suggested further reading to broaden the scope of your theatrical and design knowledge. This book is both a useful day to day reference as well as an inspirational starting point for implementing your own ideas.

The authors are experienced trainers in the field and understand the pitfalls to be avoided as well as the possibilities to be explored using computer visualisation for designing theatre space. They provide insightful hands on descriptions of techniques used in the development of performance projects set in the wider context of design considerations. The book is highly informative about the technology of computer visualisation providing examples of working practice applicable to all software.

Learn from experienced practitioners the benefits and pitfalls of using computer visualisation for designing theatre space. Find both inspirational and practical advice for developing successful performance projects. Practical exercises are provided to aid your own experimentation.

Computers as Theatre
by Brenda Laurel (Author)

When Brenda Laurel first wrote this book in the early '80s, it may have seemed a bit far-fetched to most computer users: "What? How can my interaction with a computer have anything to do with theatre? I'm typing!" But with the emergence of WebTV, VRML, and the dawning of real online interactivity where our interface with the computer and others is not the keyboard, but instead our imagination and the suspension of disbelief it requires, Laurel's ideas are finally coming of age. Snotty digerati might sniff that this is an old book, but I would argue that it is a book that has finally come of age. William Gibson
A lucid and provocative study of the art/craft/business of optimal interfaces... takes a highly original look at our imperfect relationships with our machines, then points the way to improving things. Fun, and of real importance.

Using AutoCAD : An Introduction to Computer-Assisted Design for the Theatre
by L. J. DeCuir (Author)

This book provides invaluable advice on using AutoCAD for lighting design, set design, and technical direction, demonstrating how to utilize your skills, talents, and knowledge in ways you never thought possible.


Book Info
Provides instruction for configuring AutoCAD and working with the commands that are most useful for theatrical applications, and lighting design based on the USITT Lighting Design Graphic Recommended Practice. Softcover. CD-ROM included. DLC: Theatre--Stage--Setting and scenery--Computer programs.

Theatre in Cyberspace: Issues of Teaching, Acting and Directing (American University Studies. Series Xxvi, Theatre Arts, Vol. 28)
by Stephen Alan Schrum (Editor)

Many theatre educators have begun to use computer technology in a variety of ways, whether inside the classroom or by expanding the classroom by using the Internet and the World Wide Web. Similarly, theatre practitioners are increasing their potential audiences with online technology while attempting to discover how to present theatre in an interactive yet non-corporeal way. Also fascinating is how educators and practitioners can collaborate, creating online performance spaces that can be adapted for teaching, and creating online teaching techniques that can be adapted for performance.

"This volume of essays presents information from some of the pioneers in the field of cyberspace theatre who write of their work in both theoretical and practical terms, thus creating a kind of Theatre and Its Double for computers and theatre." -From the Introduction

Hamlet on the Holodeck: The Future of Narrative in Cyberspace
by Janet Horowitz Murray

Technology changes storytelling--movies don't tell stories in the same manner as wandering bards. Janet H. Murray, director of the Laboratory for Advanced Technology in the Humanities at the Massachusetts Institute of Technology, is fascinated with the changes emerging technologies may bring. Interactive tales, more versatile structures, stories as games, and games as stories are among the topics she explores in her very personable and entertaining style. And what about fears that interactive escapism could be the coming addiction? She makes an unblinking examination of this question with insight into both the technological possibilities and the strengths of the human psyche. Strongly recommended for anyone who loves the art of storytelling in any medium.

 

ALSO AVAILABLE 

eBOOKS - Can be downloaded immediately - A full listing of available eBooks.

 

Kim Flintoff

Copyright © September, 2004