How to Direct Plays and Teach Theatre for English Teachers
Using his extensive research and knowledge of repertory theatre, Martin will present a session for English teachers which will tell them everything they need to know to make a play work in the classroom or on the stage. These ‘rules’ are the rules that theatre companies used to put on a new play, every week, without the need of a director. Answering questions such as: Where should Macbeth enter from? How about the three witches? Where on the stage should Hamlet do a soliloquy? How do you make iambic pentameter sound interesting even if you’ve no idea what the hell is being said? How does an actor tell the audience all they need to know about a character in the first ten seconds of their performance? All these questions and more will be answered in this barn storming, extraordinarily informative, and intricately researched session.
Proper acting for proper teachers.
Martin was a teacher of drama and English for over 20 years in East London. Currently he works as a consultant and he also provides schools with a bespoke ‘directing’ service for school productions and other events. His consultancy work includes ensuring successful approaches to instilling the liberal arts curriculum at both primary and secondary levels; he is also working with a University designing a liberal arts degree course for their undergraduates. His renowned approach to the trivium is being used to provide the ethos for a new, innovative, multi-academy trust.
National Conference 2016
What Is The Role For Research In Arts Education?
There has been a Research Ed for maths teachers, could there ever be one for arts teachers? If research can show us how to get higher grades in an arts subject, what does that tell us about art education? If research can show us how to make better art, what does that tell us about art? Is teaching an art or a science? Does any of this matter if the arts are in decline in our schools? This session looks across the divide of the two cultures, science and art, and will answer these questions. Robinson will also look at what ramifications his answers have for research in education and whether research is solely a feature of instrumentalist and managerial approaches to learning.