2. What’s the inquiry about?
• Explores transition from Actor to Teacher
• Looks at differences in teaching approach depending
on background.
• The change in practice concept between the two
disciplines.
• Lead me to 5 Themes within my Analysis.

3. Theme 1
A stigma towards Ex-Performer Teachers.
• What skills do actors naturally have before teacher training
that are directly transferable to the drama classroom?
Question in Survey and discussions.
• At JRCS focus group Non-Performer Teachers suggest a
stigma towards Ex-Performer Teachers.
• Stating that Ex-Performers do not have natural,
transferable teaching skills.
• I turn to my survey for evidence.

4. Graph 1: Ex-Performers

5. Graph 2: Non-Performers

6. Confusion & Reflections
• Non-Performers state that Ex-Performers do not have
adequate teaching skills. However in survey, they too
do not have skills.
• Reflections of Goldsmiths interview.
• Question. Who has these skills?
• An idea emerges…

7. Community of Practice
• Ex-Performer A states,
everybody will always defend
himself or herself.
• Review: Lawrence Davidson
(1999) argues there is no
substitute for experience.
• Question has lead to
recognise culture within
Community of Practice.

8. Theme 2
Product & Process Drama
• Process Drama: Demonstration
• Product Drama: Demonstration

9. Reviews & Discussion
• 4 reviews left me with a mixed sense of the idea.
Mostly leaning towards Dorothy Heathcote.
• My discussion still left me confused.
• Final Reviews: Welsek-Medina (2008) & Flemming
(2003)… Conclude.

10. Balance
Product & Process Drama = Balance.

11. Theme 3
Treating Students like Professionals.
• Lucy Cuthbertson. Leading drama pioneer.
• Direct argument with Ex-Performer.
• Provides a warning to the idea.

12. Theme 3
Treating Students like Professionals.
Caution. Consider…
• Level
• Ability
• Age

13. Theme 4
The concept change in practice: From Actor to Teacher.
Barney & Pilmer (2012)
• Psychological view
• Transdiciplinary
Knowledge
• State that teachers can
learn from actors.
• Liken the concept of the
two disciplines.

14. Theme 5
Gaps of Subject Knowledge
• HOD exposes issue of
knowledge gaps.
• Goldsmiths interview.
• I recognise I have gaps.
• Brings me to Artefact.

15. Artefact 1
Playwrights and Practitioners
Portfolio
A collection of key Playwrights and Theatre Practitioners for
Drama Teachers, containing background information, plots,
characters and themes within the plays. Also provides
information on the works of key drama practitioners, lesson
plan ideas and workshop materials.
Link:
https://docs.google.com/file/d/0B8B022EmZdBvcjk0d0NH
dzNfWU0/edit?usp=sharing&pli=1

16. Artefact 2
This video is a step-by-step guide to the process of
becoming a drama teacher. It will be something to
support people wanting to teach drama. I wanted to
create something that encouraged my community of
practice and lend my experiences to those who are in
the same position as myself.
Link:
http://youtu.be/07vw1FOcff4

17. Critical Reflcetion
1. Response to my inquiry.
2. Analysis of my learning.
3. Professional Thinking development.

18. The Power from Within
I notice the power of my inquiry…
•Know a culture within my practice.
•Establish an approach to teaching drama.
•Recognise the conceptual change in acting and
teaching.
•Find a strong link between the two disciplines.
•Uncover gaps of knowledge.

19. Collaboration &
Communication
At the heart of my learning…
• SIG
• Blog
• Networks
• Tutors

20. New-Found Leadership
• Maturity in thinking.
• Professional, experienced
tone to voice.
• Confidence in
communicating ideas.
• To lead and guide others.

21. The Next Step
Goldsmiths
University
Drama PGCE
2013-2014