Suchergebnisse

This chapter contends that the awkward positions implicit in applied theatre research and practice provide useful perspectives from which to re-examine relationships between theory, practice and research that underpin wider knowledge-making practices in theatre and performance and the epistemological and ontological assumptions that underpin those practices. Applied theatre's responsiveness to invitations to practice and research in diverse contexts and its commitment to effecting social change complicates any easy categorisation of 'method' of practice and research. The chapter argues that different ways of thinking and doing implicit in applied theatre research and practice may be profoundly reflective of a contemporary moment. This moment is characterised by the contestation of overarching political and/or philosophical explanatory frameworks and evidence of global upheaval that has made the search for responsive, embedded and ethical knowledge practices a pressing imperative. The first part of the chapter provides a philosophical and theoretical positioning using a discussion of two prevalent 'modes' of research in applied theatre, namely broadly conventional social science research and reflective practitioner/action research modes. The second part of the chapter explores three case studies that exhibit distinct approaches to applied theatre research but that overlap in very instructive ways in the methodological and epistemological challenges and questions they generated

Within TACCLE 3 – Coding European Union Erasmus+ KA2 Programme project, a review and evaluation of a set of resources that can contribute to teaching programming to younger children has made. This document represents the TACCLE 3 O4 deliverable entitled "Evaluation of existing resources (study/analysis)".