Professor Michael Anderson

PhD (Sydney), BA (Macquarie), MA (Hons) (UOW), DipEd (UTAS), GCert (Sydney)
Professor of Education (Arts and Creativity)

A35 - Education Building
The University of Sydney

Telephone +61 2 93517810
Fax +61 2 93514580

Website Contact details

Biographical details

Dr Michael Anderson is Professor in the Faculty of Education and Social Work at The University of Sydney. His research and teaching concentrates the role of creativity, the arts (particularly drama) and play have on learning. This work has evolved into a program of research and publication that engages with arts classrooms directly. His recent publications explore how aesthetic education and research is changing learning in the 21st Century. These publications include:

Applied Theatre: Research
  • Applied Theatre: Research (with Peter O'Connor, Bloomsbury, 2015),
  • Partnerships in Education Research: Creating Knowledge that Matters (with Kelly Freebody, Bloomsbury, 2014),
  • Masterclass in Drama Education (Continuum, UK),
  • Teaching the Screen, Film Education for Generation Next (with Miranda Jefferson),
  • Drama with Digital Technology (with John Carroll and David Cameron, Continuum, 2009) and
  • Real Players: Drama, Education and Technology (with John Carroll and David Cameron Trentham, 2006).

The research reported in these publications uncovers innovative linkages between drama, the arts play, creativity and learning that have the potential to significantly improve learning for young people. Michael was a drama a teacher and Creative Arts Consultant with the NSW Department of Education and holds senior positions in drama curriculum development and assessment with the NSW Board of Studies, Teaching and Educational Standards.

Currently Michael is Chief Investigator on an Australian Research Council major Grant: The Role of Arts Education in Academic Motivation, Engagement, and Achievement 2009-2015.

Michael runs professional learning in creativity, communication, critical thinking and collaboration for diverse groups within and outside the university.

Research interests

Creative Arts Education

  • Learning technologies and new media
  • Teacher Development and Training
  • Creativity Education

Applied Theatre

  • Methodological innovation
  • Wellbeing
  • Partnerships

Research on teaching and learning

  • Creative and performing arts
  • Methodological innovation

Keywords: drama, arts, teachers, technology, students film, youth culture

Teaching and supervision

  • Drama Teaching and Learning (M.Teach and B.Ed/B.A Humanities)
  • Craft Knowledge and Professional Practices (B.Ed/B.A Humanities)
  • Creativity
  • Research Methods
  • Executive MBA/ MBA (School of Business, University of Sydney)

Current projects

  • 2015 UK Arts and Humanities Research Council (AHRC) ; Playing Beowulf: Gaming the Library (AH/M010201/1, $192, 000 AUD) Chief Investigator, Led by Professor Andrew Burn. Institute of Education, London.
  • The Role of Arts Education in Academic Motivation, Engagement, and Achievement. $344,000 from Australian Research Council (ARC Linkage Grant) and the Australia Council for the Arts with Faculty of Education and Social Work (University of Sydney) colleagues (A. Martin & R. Gibson) investigating the role of arts education in school students' academic motivation, engagement, and achievement (LP0989687: The Role of Arts Education in Academic Motivation, Engagement, and Achievement).
  • TheatreSpace is a four-year research project investigating the responses of young people (14 - 30 years of age) to professionally-funded theatre in Melbourne, Sydney and Brisbane. The research aims to discover what attracts, engages and sustains young people's current and future theatre attendance and what factors might exclude them. What factors promote, deter or exclude young people's engagement with theatre in Australia? ARC Linkage (LP0776532): Accessing the Cultural Conversation ($482 000, 2006-2011).
  • Young Mob Program assessment: In partnership with the University of Auckland, applied theatre processes were used as the basis of a research report on the progress and future plans for Young Mob, a programme for Indigenous young leaders in Sydney, Australia.
  • Applied Theatre as Research Project. Developing an understanding of the applications of Applied Theatre as a research tool. With the University of Auckland and World Vision Australia ($220 000, 2011-2015).

Associations

  • Member, Academic Board, The University of Sydney

  • Member of Higher School Certificate Examination Committee, Office of the Board of Studies

  • Research in Drama Education.Editorial Board Member

  • Applied Theatre Research. Editorial Board Member

  • NJ: Drama Australia Journal. Editorial Board Member

  • Invited themed edition editor: Research in Drama Education (2010) (Drama in Schools) with Kate Donellan

  • Invited themed edition editor: Research in Drama Education (2012) (Drama, technology and innovation)with David Cameron

  • Invited themed edition editor: NJ: Drama Australia Journal (2013) (the legacy of John Carroll and Dorothy Heathcote)

Awards and honours

  • 2013 Visiting Fellow, University of British Columbia, Canada

  • 2008 Vice Chancellor's Award for Outstanding Teaching. The University of Sydney.

  • 2007 Teaching Excellence Award. Faculty of Education and Social Work.

  • 2005 Thomas T Roberts Educational Fellowship. The University of Sydney.

  • 2005 Ewing Postdoctoral Scholarship. The University of Sydney.

  • 2003 Quality Teaching Award. Australian College of Educators,

  • 2003 Distinguished Dissertation Award. American Association of Theatre Educators.

In the media

Keynote Presentations (International)

  • Anderson, M (2015) Creativity and the 4Cs as a way of revolutionising learning. International Baccalaureate Petersen Academic Conference, The Hague, May
  • Anderson, M (2015) Creativity: engaging learners for the realities of the 21st Century. International Baccalaureate Asia Pacific Conference, Macau, March
  • Anderson, M (2013) International Drama/Theatre Education Association Congress, Paris, July 2013, Has arts education become a global issue?(Keynote Panel)
  • Anderson, M (2013) How Drama Activates Learning, Keynote, July 2013. University of British Columbia.
  • Anderson, M (2013) Invited Plenary Panel: Theatre, The Arts and Wellbeing in a Postnormal world (With Shaun McNiff and Robyn Ewing),
  • Anderson, M(2012) International Drama in Education Research Institute, Limerick, 2012, Drama and Applied Theatre in Postnormal Times.
  • Anderson, M (2011) Keynote, Pedagogy, Hope and Understanding The Pedagogy of Possibilities, The 2nd Critical Studies in Drama in Education Symposium, December 2011
  • Anderson, M (2011) Keynote, Research Traps for Young Players: Partnership research relationships, The 2nd Critical Studies in Drama in Education Symposium, December 2011
  • Anderson, M (2010) Drama and a Pedagogy of Hope (Keynote Panel).Critical Studies in Drama in Education International Symposium, University of Auckland, October , 2010.
  • Keynote Presentations (national)
  • Anderson, M (2014) Drama NSW State Conference, Sydney, New Moves: Drama Education and the 21st Century.
  • Anderson, M (2013) Drama West Conference, Perth, Drama, teaching and the challenges of the 21st Century, December 2013
  • Anderson, M (2012) Drama Tasmania Conference, Launceston, Researching Drama Education in the 21st Century, April, 2012

International links

Canada

(The University of British Columbia) Arts, Motivation and Engagement International Benchmarking: Using a set of comparative frameworks researchers at the University of Sydney (A/Prof Michael Anderson Dr Robyn Gibson and Dr Josephine Fleming) and A/Prof George Belliveau are undertaking an analysis of classroom teaching in the arts. The outcome of this collaboration will be a deeper understanding of what constitutes quality learning in dance, drama, music and visual arts.

China

(Beijing Normal University) Drama and Cultural Citizenship: this project led by Dr. Kelly Freebody will investigate the applications for drama and theatre in China, Australia and New Zealand.

New Zealand

(The University of Auckland) Young Mob Project: Applied Theatre as Research

Singapore

(LaSalle College of the Arts Singapore) New Works Project: Research into the processes of theatrical creativity and devising in several international contexts through comparative case study.

United Kingdom

(National Theatre, UK and Global Creatures) WarHorse learning program: Researching the impact of educational programs related to large-scale UK based works that integrate innovative local content.

Selected grants

2015

  • Neurodidactics of Performing Arts: The Impact of Drama Teaching on Second Language Acquisition; Morosin M, Morosin M, Anderson M; European Union (Marie Curie International Fellowship)/Marie Curie Outgoing International Fellowship.
  • Playing Beowulf: Gaming the Library; Anderson M; Arts and Humanities Research Council (UK)/Research Grant.
  • Embodying historical consciousness: History and drama in schools; Freebody K, Anderson M, Smyth C, Morrison M, Belliveau G, O'Connor P; DVC International/IPDF Grant.

2014

  • The Arts Unit Evaluation and Research; Anderson M, Ewing R, Fleming J; NSW Department of Education and Communities/Research Support.

2009

  • The Role of Arts Education in Academic Motivation, Engagement, and Achievement; Martin A, Anderson M, Gibson R, Sudmalis D, Sudmalis D; Australian Research Council (ARC)/Linkage Projects (LP).

2007

  • Accessing the cultural conversation: investigating participation and non-participation of young people as audiences; O'Toole J, Ewing R, Anderson M, Burton B, Bundy P, O'Brien A, Hughes J, Donelan K, Sinclair C, Jordan N; Australian Research Council (ARC)/Linkage Projects (LP).
  • The pedagogy of the screen: developing a praxis of video education through case-based research; Anderson M; University of Sydney/Early Career Researcher.

Selected publications & creative works

Download citations: PDF RTF Endnote

Books

  • O'Connor, P., Anderson, M. (2015). Applied Theatre: Research: Radical departures. London: Bloomsbury.
  • Anderson, M., Freebody, K. (2014). Partnerships in education research: Creating knowledge that matters. New York: Bloomsbury Academic, imprint of Bloomsbury.
  • Anderson, M. (2012). MasterClass in Drama Education: Transforming Teaching and Learning. London: Continuum.
  • Anderson, M., Jefferson, M. (2009). Teaching the screen: film education for generation next. Crows Nest , Australia: Allen and Unwin.
  • Anderson, M., Carroll, J., Cameron, D. (2006). Real Players? Drama, Technology and Education. Stoke on Trent, UK and Sterling, USA: Trentham Books.
  • Anderson, M. (2006). Solo: A guidebook to Individual Performance. Stawberry Hill: Currency Press.

Edited Books

  • Fleming, J., Gibson, R., Anderson, M. (2016). How arts education makes a difference: Research examining successful classroom practice and pedagogy. Abingdon: Routledge. [More Information]
  • Anderson, M., Roche, C. (2015). The state of the art: Teaching drama in the 21st century. Sydney: Sydney University Press.
  • O'Toole, J., Adams, R., Anderson, M., Burton, B., Ewing, R. (2014). Young audiences, theatre and the cultural conversation. Dordrecht: Springer.
  • Anderson, M., Dunn, J. (2013). How Drama Activates Learning: Contemporary Research and Practice. London: Bloomsbury Academic, imprint of Bloomsbury.
  • Anderson, M., Carroll, J., Cameron, D. (2009). Drama Education with Digital Technology. United Kingdom: Continuum.
  • Anderson, M., Hughes, J., Manuel, J. (2008). Drama and English teaching: Imagination, action and engagement. Melbourne: Oxford University Press.
  • Hatton, C., Anderson, M. (2004). The State of Our Art: NSW Perspectives in Educational Drama. Australia: Currency Press.

Book Chapters

  • Munday, C., Anderson, M., Gibson, R., Martin, A. (2016). Drama in schools: Agency, community and the classroom. In Kelly Freebody, Michael Finneran (Eds.), Drama and Social Justice: Theory, research and practice in international contexts, (pp. 75-88). Abingdon: Routledge.
  • Anderson, M., Fleming, J., Gibson, R. (2016). Introduction. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 1-10). Abingdon: Routledge. [More Information]
  • Anderson, M. (2016). Negotiating arts education research: Setting the scene. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 29-38). Abingdon: Routledge. [More Information]
  • Anderson, M., Jefferson, M. (2016). Teaching creativity: Unlocking educational opportunity. In Peter OConnor (Eds.), The possibilities of creativity, (pp. 151-170). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
  • Mansour, M., Martin, A., Anderson, M. (2016). The project's research methods: Addressing gaps in previous arts research. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 51-69). Abingdon: Routledge. [More Information]
  • Gibson, R., Anderson, M., Fleming, J. (2016). The qualitative findings: Quality arts pedagogy. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 106-120). Abingdon: Routledge. [More Information]
  • Munday, C., Anderson, M. (2016). Understanding the social aesthetic. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 123-135). Abingdon: Routledge. [More Information]
  • Anderson, M., Gibson, R., Fleming, J. (2016). Where to from here? Implications for future research. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 291-298). Abingdon: Routledge. [More Information]
  • Walker, R., Anderson, M., Gibson, R., Martin, A. (2015). Constructing Identity and Motivation in the Drama Classroom: A Sociocultural Approach. In S. Davis, H. G. Clemson, B. Ferholt, S-M. Jansson, A. Marjanovic-Shane (Eds.), Dramatic Interactions in Education: Vygotskian and Sociocultural Approaches to Drama, Education and Research, (pp. 115-131). New York: Bloomsbury Academic.
  • Anderson, M. (2015). Drama, creativity and learning. In S. Schonmann (Eds.), International Yearbook for Research in Arts Education 3/2015: The wisdom of the many - key issues in arts education, (pp. 235-240). Munster: Waxmann.
  • Anderson, M. (2015). Encountering the unexpected and extending the horizons of expectation: An autoethnographic exploration of developing teaching practice. In Peter Duffy (Eds.), A Reflective Practitioner's Guide to (mis)Adventures in Drama Education - or - What Was I Thinking?, (pp. 171-182). Bristol: Intellect.
  • O'Connor, P., Anderson, M., Mullen, M. (2014). Applied theatre: Enacting research. In Robyn A. Ewing & Ardra L. Cole (Eds.), Performing scholartistry, (pp. 369-393). Nova Scotia: Backalong Books.
  • Anderson, M., Fleming, J. (2014). The TheatreSpace project, its partners and its purposes. In John OToole, Ricci-Jane Adams, Michael Anderson, Bruce Burton, Robyn Ewing (Eds.), Young audiences, theatre and the cultural conversation, (pp. 17-29). Dordrecht: Springer.
  • Wales, P., Anderson, M. (2013). Dialogue. In Chee-Hoo Lum (Eds.), Contextualized Practices in Arts Education: An International Dialogue on Singapore, (pp. 71-74). Singapore: Springer.
  • Anderson, M., Cameron, D. (2013). Drama and Learning Technologies: To Affinity Spaces and Beyond. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 226-244). London: Bloomsbury Academic, imprint of Bloomsbury.
  • Anderson, M., Dunn, J. (2013). Drama and Learning: Landscapes of an Aspirational Pedagogy. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 3-11). London: Bloomsbury Academic, imprint of Bloomsbury.
  • Dunn, J., Anderson, M. (2013). Drama and the Future: Activating New Possibilities. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 293-305). London: Bloomsbury Academic, imprint of Bloomsbury.
  • Anderson, M. (2013). Exegetical commentary. In Chee-Hoo Lum (Eds.), Contextualized Practices in Arts Education: An International Dialogue on Singapore, (pp. 67-69). Singapore: Springer.
  • Clausen, M., Anderson, M. (2012). Crossing borders: Reading Indigenous playtexts in White classrooms. In Jacqueline Manuel and Sue Brindley (Eds.), Teenagers and Reading: Literary heritages, cultural contexts and contemporary reading practices, (pp. 177-191). Kent Town, S. Aust.: Wakefield Press.
  • Anderson, M. (2011). Drama Education, Ethnomethodology, and 'Industrious Chatter'. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 93-100). New York: Springer.
  • Jefferson, M., Anderson, M. (2009). Enter the matrix: the relationship between drama and film. In Michael Anderson, John Carroll, David Cameron (Eds.), Drama Education with Digital Technology, (pp. 184-201). United Kingdom: Continuum.
  • Cameron, D., Anderson, M. (2009). Potential to reality: drama, technology and education. In Michael Anderson, John Carroll, David Cameron (Eds.), Drama Education with Digital Technology, (pp. 6-19). United Kingdom: Continuum.
  • Manuel, J., Anderson, M. (2008). Assessing Drama in English: A Framework for Practice. In Anderson M, Hughes J, Manuel J (Eds.), Drama and English teaching: Imagination, action and engagement, (pp. 213-223). Melbourne: Oxford University Press.
  • Manuel, J., Hughes, J., Anderson, M., Arnold, R. (2008). Drama and English teaching: Imagination, action and engagement. In Anderson M, Hughes J, Manuel J (Eds.), Drama and English teaching: Imagination, action and engagement, (pp. 1-12). Melbourne: Oxford University Press.
  • Anderson, M. (2008). Technology, Drama and English Teaching. In Anderson M, Hughes J, Manuel J (Eds.), Drama and English teaching: Imagination, action and engagement, (pp. 161-174). Melbourne: Oxford University Press.
  • Anderson, M. (2004). Devising Unities: A Recent History Of Drama Education In Nsw. In Michael Anderson & Christine Hatton (Eds.), The State of Our Art: NSW Perspectives in Educational Drama, (pp. 3-18). Australia: Currency Press.
  • Hatton, C., Anderson, M. (2004). Introduction. In Michael Anderson & Christine Hatton (Eds.), The State of Our Art: NSW Perspectives in Educational Drama, (pp. 1-2). Australia: Currency Press.

Journals

  • Fleming, J., Gibson, R., Anderson, M., Martin, A., Sudmalis, D. (2016). Cultivating imaginative thinking: Teacher strategies used in high-performing arts education classrooms. Cambridge Journal of Education, Online first. [More Information]
  • Mansour, M., Martin, A., Anderson, M., Gibson, R., Liem, G., Sudmalis, D. (2016). Student, home, and school socio-demographic factors: Links to school, home, and community arts participation. A E R (Australian Educational Researcher), 43(2), 221-244. [More Information]
  • Mansour, M., Martin, A., Anderson, M., Gibson, R., Liem, G., Sudmalis, D. (2016). Young people's creative and performing arts participation and arts self-concept: A longitudinal study of reciprocal effects. The Journal of Creative Behavior, Online first. [More Information]
  • Gibson, R., Fleming, J., Anderson, M., Martin, A., Sudmalis, D. (2015). Testing times for the arts. Asia-Pacific Journal for Arts Education, 14(1), 1-27.
  • Gardiner, P., Anderson, M. (2015). Why playwriting? Dealing with the 'big issues' and empowering student voices. NJ-Drama Australia Journal, 39(2), 122-134. [More Information]
  • Sallis, R., Anderson, M., Ewing, R. (2015). Young people’s theatre attendance: Perspectives from theatre company workers in the TheatreSpace project. Journal of Artistic and Creative Education, 9(1), 41-67.
  • Fleming, J., Ewing, R., Anderson, M., Klieve, H. (2014). Reimagining the wheel: The implications of cultural diversity for mainstream theatre programming in Australia. Theatre Research International, 39(2), 133-148. [More Information]
  • Anderson, M. (2014). The challenge of post-normality to drama education and applied theatre. Research in Drama Education: the journal of applied theatre and performance, 19(1), 110-120. [More Information]
  • Liem, G., Martin, A., Anderson, M., Gibson, R., Sudmalis, D. (2014). The role of arts-related information and communication technology use in problem solving and achievement: Findings from the Programme for International Student Assessment. Journal of Educational Psychology, 106(2), 348-363. [More Information]
  • Anderson, M., Ewing, R., Fleming, J. (2014). The role of family in young people's theatre attendance. Youth Theatre Journal, 28(1), 61-73. [More Information]
  • Anderson, M., O'Connor, P. (2013). Applied theatre as research: Provoking the possibilities. Applied Theatre Research, 1(2), 189-202. [More Information]
  • Martin, A., Mansour, M., Anderson, M., Gibson, R., Liem, A., Sudmalis, D. (2013). The role of arts participation in students' academic and nonacademic outcomes: A longitudinal study of school, home, and community factors. Journal of Educational Psychology, 105(3), 709-727. [More Information]
  • Anderson, M. (2013). There is much that makes us strong. Drama: Nordisk dramapedagogisk tidsskrift, No. 3/2013, 30-31.
  • Gardiner, P., Anderson, M. (2012). Can You Read That Again? Playwriting, Literacy and Reading the 'Spoken' Word. English in Australia, 47(2), 80-89.
  • Anderson, M., Freebody, K. (2012). Developing communities of praxis: bridging the theory practice divide in teacher education. McGill Journal of Education, 47(3), 359-378.
  • Anderson, M., Cameron, D., Sutton, P. (2012). Participation and creation in these brave new worlds: technology and innovation as part of the landscape (Editorial). Research in Drama Education: the journal of applied theatre and performance, 17(4), 469-476. [More Information]
  • Martin, A., Anderson, M., Adams, R. (2012). What Determines Young People's Engagement with Performing Arts Events? Leisure Sciences, 34(4), 314-331. [More Information]
  • Donelan, K., Anderson, M. (2009). Drama in schools: meeting the research challenges of the twenty-first century. Research in Drama Education: the journal of applied theatre and performance, 14(2), 165-171.
  • Gibson, R., Anderson, M. (2008). Touching the void: arts education research in Australia. Asia Pacific Journal of Education, 28(1), 103-112. [More Information]
  • Anderson, M., Wilkinson, L. (2007). A resurgence of verbatim theatre: authenticity, empathy and transformation. Australasian Drama Studies, 50, 153-169.
  • Anderson, M. (2007). Making theatre from data: Lessons for performative ethnography from verbatim theatre. NJ-Drama Australia Journal, 31(1), 79-91.
  • Anderson, M. (2007). Mediatised performance and Theatre for Young People: How TYP is responding to Digital Natives. Caribbean Quarterly, 53(1/2), 63-75.
  • Anderson, M., Georgakis, S. (2006). The Bacchae at Bondi: Greek Drama in Australian Education and Culture. Education and Theatre Journal, 6, 27-34.
  • Anderson, M. (2005). New stages: Challenges for teaching the aesthetics of drama online. Journal of Aesthetic Education, 39(4), 120-132.
  • Anderson, M., Gibson, R. (2004). Connecting The Silos: Developing Arts Rich Education. Change: Transformations in Education, 7(1), 1-11.
  • Anderson, M. (2004). Drama Futures: Possibilities For Research, Advocacy And Policy In The 21St Century. NJ-Drama Australia Journal, 28(2), 31-39.
  • Anderson, M. (2004). Drama Teacher Professional Development. Youth Theatre Journal, 18, 1-16.
  • Gibson, R., Anderson, M. (2004). Editorial. Change: Transformations in Education, 7(2), i-ii.
  • Anderson, M. (2004). The Professional Development Journeys of Drama Educators. Youth Theatre Journal, 18, 1-16.
  • Anderson, M. (2003). "I took the road less travelled and that has made all the difference". The professional journeys of two primary drama educators. NJ-Drama Australia Journal, 27(1), 4-14.
  • Anderson, M. (2003). Beginning secondary drama and English teaching. English Teaching: Practice and Critique, 2(1), 43-53.
  • Anderson, M. (2002). The drama teacher's journey. Melbourne Studies in Education, , 87-95.

Conferences

  • Anderson, M., Gibson, R., Fleming, J. (2014). Role of Arts education in academic motivation, engagement and achievement: Key findings. Thinking forward - Entanglement and Innovation in Australian Arts Education Research (UNESCO Arts Education Week), Queensland University of Technology, Brisbane, 22 May.
  • Munday, C., Anderson, M., Gibson, R., Martin, A., Sudmalis, D. (2012). Probing the possibilities and potential of the arts for effective student learning. IDIERI 7 2012 - The 7th International Drama in Education Research Institute conference - Borders and translations: Towards new paradigms and languages in drama education, Limerick, Ireland, 10-15 July, 2012.
  • Mansour, M., Martin, A., Gibson, R., Anderson, M., Sudmalis, D., Munday, C., Liem, A. (2012). The Role of Arts Education in Students' Academic and Non-academic Outcomes (poster). American Psychological Association's 120th Annual Convention, Orlando, Florida, USA. 2-5 August, 2012.
  • Gibson, R., Anderson, M., Martin, A., Sudmalis, D. (2011). Arts education and academic motivation, engagement and achievement. Narrative,arts-based & post approaches to social research conference - NAPAR 2011, Phoenix, Arizona, 21-23 January, 2011.
  • Munday, C., Mansour, M., Anderson, M., Gibson, R., Martin, A., Sudmalis, D. (2011). The role of arts education in academic motivation, engagement and achievement. Spaces of Performance: Drama Australia National Conference, Perth, Australia. 31st March-2nd April, 2011.
  • Gibson, R., Munday, C., Anderson, M., Martin, A., Sudmalis, D. (2010). Arts, motivation and engagement: Innovative research for sustainable futures. 5th International Conference on the Arts in Society, SCA, University of Sydney, 22-25 July, 2010.
  • Anderson, M., Freebody, K. (2009). Developing young writers: nurturing cultural citizenship and engagement. Drama Australia National Conference 2009, The University of Melbourne. 26-28 November.
  • Mansour, M., Gibson, R., Anderson, M. (2009). The Role of Arts Education in Academic Motivation, Engagement and Achievement. Drama Australia National Conference 2009, The University of Melbourne. 26-28 November.
  • Anderson, M., Jefferson, M. (2009). Why drama teachers are film teachers. Drama Australia National Conference 2009, The University of Melbourne. 26-28 November.
  • Gibson, R., Anderson, M. (2006). Filling the void: Arts education research and the Australian context. 1st International Conference on the Arts in Society, Scotland: International Conference on the Arts in Society.
  • Anderson, M. (2006). What is a Drama Teachers? Some Stories from Praxis. 5th World Congress of the International Drama/Theatre and Education Association, Queensland: ISEA Publications.
  • Anderson, M. (2004). Exploding The Silos: Developing Arts Rich Education. Drama Australia Conference 2004, Canberra.
  • Anderson, M. (2004). The Career Development of Drama Teachers: Some Stories from the Research. The IDEA 2004, Canada.
  • Anderson, M., Wilkinson, L. (2004). The Happy House Experiment: journeys in teacher collaboration. Drama Australia Conference 2004, Canberra.

Textual Creative Works

  • Wilkinson, L., Anderson, M. (2015). Artistry and academia: Adventures on the other side of orthodoxy. TEXT Special Issue 29: Scriptwriting as Creative Writing Research II, Number 29, April 2015, (pp. 1 - 26). Adelaide, Australia: Australasian Association of Writing Programs (AAWP). [More Information]

Magazine / Newspaper Articles

  • Fleming, J., Gibson, R., Martin, A., Anderson, M., Sudmalis, D. (2014). The benefits for students of arts participation (in press). Leadership in Focus.

Report

  • Anderson, M., Fleming, J. (2013). Review of the Warhorse Learning Program (Australia).
  • Martin, A., Anderson, M., Gibson, R., Sudmalis, D., Liem, G., Fleming, J., Mansour, M., Munday, C. (2013). The Role of Arts Education in Academic Motivation, Engagement and Achievement: Report to the Australia Council for the Arts.
  • Adams, R., Anderson, M., Bundy, P., Donelan, K., Ewing, R., Fleming, J., O'Toole, J., Sinclair, C., Stinson, M. (2012). The TheatreSpace Project: Accessing the Cultural Conversation: Final Report (2012).
  • Anderson, M., Gibson, R. (2009). Review of the ConnectEd Arts program.
  • Ewing, R., Smith, D., Anderson, M., Gibson, R., Manuel, J. (2004). Teachers as Learners. Australian Government Quality Teacher Program (AGQTP) Action Learning for School Teams. Project Evaluation Report. [More Information]

Other

  • Anderson, M. (2003), Developing Professional Conversations (Faculty of Education and Social Work Teaching and Learning Forum 2003, Sydney University).

2016

  • Fleming, J., Gibson, R., Anderson, M., Martin, A., Sudmalis, D. (2016). Cultivating imaginative thinking: Teacher strategies used in high-performing arts education classrooms. Cambridge Journal of Education, Online first. [More Information]
  • Munday, C., Anderson, M., Gibson, R., Martin, A. (2016). Drama in schools: Agency, community and the classroom. In Kelly Freebody, Michael Finneran (Eds.), Drama and Social Justice: Theory, research and practice in international contexts, (pp. 75-88). Abingdon: Routledge.
  • Fleming, J., Gibson, R., Anderson, M. (2016). How arts education makes a difference: Research examining successful classroom practice and pedagogy. Abingdon: Routledge. [More Information]
  • Anderson, M., Fleming, J., Gibson, R. (2016). Introduction. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 1-10). Abingdon: Routledge. [More Information]
  • Anderson, M. (2016). Negotiating arts education research: Setting the scene. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 29-38). Abingdon: Routledge. [More Information]
  • Mansour, M., Martin, A., Anderson, M., Gibson, R., Liem, G., Sudmalis, D. (2016). Student, home, and school socio-demographic factors: Links to school, home, and community arts participation. A E R (Australian Educational Researcher), 43(2), 221-244. [More Information]
  • Anderson, M., Jefferson, M. (2016). Teaching creativity: Unlocking educational opportunity. In Peter OConnor (Eds.), The possibilities of creativity, (pp. 151-170). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.
  • Mansour, M., Martin, A., Anderson, M. (2016). The project's research methods: Addressing gaps in previous arts research. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 51-69). Abingdon: Routledge. [More Information]
  • Gibson, R., Anderson, M., Fleming, J. (2016). The qualitative findings: Quality arts pedagogy. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 106-120). Abingdon: Routledge. [More Information]
  • Munday, C., Anderson, M. (2016). Understanding the social aesthetic. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 123-135). Abingdon: Routledge. [More Information]
  • Anderson, M., Gibson, R., Fleming, J. (2016). Where to from here? Implications for future research. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 291-298). Abingdon: Routledge. [More Information]
  • Mansour, M., Martin, A., Anderson, M., Gibson, R., Liem, G., Sudmalis, D. (2016). Young people's creative and performing arts participation and arts self-concept: A longitudinal study of reciprocal effects. The Journal of Creative Behavior, Online first. [More Information]

2015

  • O'Connor, P., Anderson, M. (2015). Applied Theatre: Research: Radical departures. London: Bloomsbury.
  • Wilkinson, L., Anderson, M. (2015). Artistry and academia: Adventures on the other side of orthodoxy. TEXT Special Issue 29: Scriptwriting as Creative Writing Research II, Number 29, April 2015, (pp. 1 - 26). Adelaide, Australia: Australasian Association of Writing Programs (AAWP). [More Information]
  • Walker, R., Anderson, M., Gibson, R., Martin, A. (2015). Constructing Identity and Motivation in the Drama Classroom: A Sociocultural Approach. In S. Davis, H. G. Clemson, B. Ferholt, S-M. Jansson, A. Marjanovic-Shane (Eds.), Dramatic Interactions in Education: Vygotskian and Sociocultural Approaches to Drama, Education and Research, (pp. 115-131). New York: Bloomsbury Academic.
  • Anderson, M. (2015). Drama, creativity and learning. In S. Schonmann (Eds.), International Yearbook for Research in Arts Education 3/2015: The wisdom of the many - key issues in arts education, (pp. 235-240). Munster: Waxmann.
  • Anderson, M. (2015). Encountering the unexpected and extending the horizons of expectation: An autoethnographic exploration of developing teaching practice. In Peter Duffy (Eds.), A Reflective Practitioner's Guide to (mis)Adventures in Drama Education - or - What Was I Thinking?, (pp. 171-182). Bristol: Intellect.
  • Gibson, R., Fleming, J., Anderson, M., Martin, A., Sudmalis, D. (2015). Testing times for the arts. Asia-Pacific Journal for Arts Education, 14(1), 1-27.
  • Anderson, M., Roche, C. (2015). The state of the art: Teaching drama in the 21st century. Sydney: Sydney University Press.
  • Gardiner, P., Anderson, M. (2015). Why playwriting? Dealing with the 'big issues' and empowering student voices. NJ-Drama Australia Journal, 39(2), 122-134. [More Information]
  • Sallis, R., Anderson, M., Ewing, R. (2015). Young people’s theatre attendance: Perspectives from theatre company workers in the TheatreSpace project. Journal of Artistic and Creative Education, 9(1), 41-67.

2014

  • O'Connor, P., Anderson, M., Mullen, M. (2014). Applied theatre: Enacting research. In Robyn A. Ewing & Ardra L. Cole (Eds.), Performing scholartistry, (pp. 369-393). Nova Scotia: Backalong Books.
  • Anderson, M., Freebody, K. (2014). Partnerships in education research: Creating knowledge that matters. New York: Bloomsbury Academic, imprint of Bloomsbury.
  • Fleming, J., Ewing, R., Anderson, M., Klieve, H. (2014). Reimagining the wheel: The implications of cultural diversity for mainstream theatre programming in Australia. Theatre Research International, 39(2), 133-148. [More Information]
  • Anderson, M., Gibson, R., Fleming, J. (2014). Role of Arts education in academic motivation, engagement and achievement: Key findings. Thinking forward - Entanglement and Innovation in Australian Arts Education Research (UNESCO Arts Education Week), Queensland University of Technology, Brisbane, 22 May.
  • Fleming, J., Gibson, R., Martin, A., Anderson, M., Sudmalis, D. (2014). The benefits for students of arts participation (in press). Leadership in Focus.
  • Anderson, M. (2014). The challenge of post-normality to drama education and applied theatre. Research in Drama Education: the journal of applied theatre and performance, 19(1), 110-120. [More Information]
  • Liem, G., Martin, A., Anderson, M., Gibson, R., Sudmalis, D. (2014). The role of arts-related information and communication technology use in problem solving and achievement: Findings from the Programme for International Student Assessment. Journal of Educational Psychology, 106(2), 348-363. [More Information]
  • Anderson, M., Ewing, R., Fleming, J. (2014). The role of family in young people's theatre attendance. Youth Theatre Journal, 28(1), 61-73. [More Information]
  • Anderson, M., Fleming, J. (2014). The TheatreSpace project, its partners and its purposes. In John OToole, Ricci-Jane Adams, Michael Anderson, Bruce Burton, Robyn Ewing (Eds.), Young audiences, theatre and the cultural conversation, (pp. 17-29). Dordrecht: Springer.
  • O'Toole, J., Adams, R., Anderson, M., Burton, B., Ewing, R. (2014). Young audiences, theatre and the cultural conversation. Dordrecht: Springer.

2013

  • Anderson, M., O'Connor, P. (2013). Applied theatre as research: Provoking the possibilities. Applied Theatre Research, 1(2), 189-202. [More Information]
  • Wales, P., Anderson, M. (2013). Dialogue. In Chee-Hoo Lum (Eds.), Contextualized Practices in Arts Education: An International Dialogue on Singapore, (pp. 71-74). Singapore: Springer.
  • Anderson, M., Cameron, D. (2013). Drama and Learning Technologies: To Affinity Spaces and Beyond. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 226-244). London: Bloomsbury Academic, imprint of Bloomsbury.
  • Anderson, M., Dunn, J. (2013). Drama and Learning: Landscapes of an Aspirational Pedagogy. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 3-11). London: Bloomsbury Academic, imprint of Bloomsbury.
  • Dunn, J., Anderson, M. (2013). Drama and the Future: Activating New Possibilities. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 293-305). London: Bloomsbury Academic, imprint of Bloomsbury.
  • Anderson, M. (2013). Exegetical commentary. In Chee-Hoo Lum (Eds.), Contextualized Practices in Arts Education: An International Dialogue on Singapore, (pp. 67-69). Singapore: Springer.
  • Anderson, M., Dunn, J. (2013). How Drama Activates Learning: Contemporary Research and Practice. London: Bloomsbury Academic, imprint of Bloomsbury.
  • Anderson, M., Fleming, J. (2013). Review of the Warhorse Learning Program (Australia).
  • Martin, A., Anderson, M., Gibson, R., Sudmalis, D., Liem, G., Fleming, J., Mansour, M., Munday, C. (2013). The Role of Arts Education in Academic Motivation, Engagement and Achievement: Report to the Australia Council for the Arts.
  • Martin, A., Mansour, M., Anderson, M., Gibson, R., Liem, A., Sudmalis, D. (2013). The role of arts participation in students' academic and nonacademic outcomes: A longitudinal study of school, home, and community factors. Journal of Educational Psychology, 105(3), 709-727. [More Information]
  • Anderson, M. (2013). There is much that makes us strong. Drama: Nordisk dramapedagogisk tidsskrift, No. 3/2013, 30-31.

2012

  • Gardiner, P., Anderson, M. (2012). Can You Read That Again? Playwriting, Literacy and Reading the 'Spoken' Word. English in Australia, 47(2), 80-89.
  • Clausen, M., Anderson, M. (2012). Crossing borders: Reading Indigenous playtexts in White classrooms. In Jacqueline Manuel and Sue Brindley (Eds.), Teenagers and Reading: Literary heritages, cultural contexts and contemporary reading practices, (pp. 177-191). Kent Town, S. Aust.: Wakefield Press.
  • Anderson, M., Freebody, K. (2012). Developing communities of praxis: bridging the theory practice divide in teacher education. McGill Journal of Education, 47(3), 359-378.
  • Anderson, M. (2012). MasterClass in Drama Education: Transforming Teaching and Learning. London: Continuum.
  • Anderson, M., Cameron, D., Sutton, P. (2012). Participation and creation in these brave new worlds: technology and innovation as part of the landscape (Editorial). Research in Drama Education: the journal of applied theatre and performance, 17(4), 469-476. [More Information]
  • Munday, C., Anderson, M., Gibson, R., Martin, A., Sudmalis, D. (2012). Probing the possibilities and potential of the arts for effective student learning. IDIERI 7 2012 - The 7th International Drama in Education Research Institute conference - Borders and translations: Towards new paradigms and languages in drama education, Limerick, Ireland, 10-15 July, 2012.
  • Mansour, M., Martin, A., Gibson, R., Anderson, M., Sudmalis, D., Munday, C., Liem, A. (2012). The Role of Arts Education in Students' Academic and Non-academic Outcomes (poster). American Psychological Association's 120th Annual Convention, Orlando, Florida, USA. 2-5 August, 2012.
  • Adams, R., Anderson, M., Bundy, P., Donelan, K., Ewing, R., Fleming, J., O'Toole, J., Sinclair, C., Stinson, M. (2012). The TheatreSpace Project: Accessing the Cultural Conversation: Final Report (2012).
  • Martin, A., Anderson, M., Adams, R. (2012). What Determines Young People's Engagement with Performing Arts Events? Leisure Sciences, 34(4), 314-331. [More Information]

2011

  • Gibson, R., Anderson, M., Martin, A., Sudmalis, D. (2011). Arts education and academic motivation, engagement and achievement. Narrative,arts-based & post approaches to social research conference - NAPAR 2011, Phoenix, Arizona, 21-23 January, 2011.
  • Anderson, M. (2011). Drama Education, Ethnomethodology, and 'Industrious Chatter'. In Markauskaite L, Freebody P, Irwin J (Eds.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research, (pp. 93-100). New York: Springer.
  • Munday, C., Mansour, M., Anderson, M., Gibson, R., Martin, A., Sudmalis, D. (2011). The role of arts education in academic motivation, engagement and achievement. Spaces of Performance: Drama Australia National Conference, Perth, Australia. 31st March-2nd April, 2011.

2010

  • Gibson, R., Munday, C., Anderson, M., Martin, A., Sudmalis, D. (2010). Arts, motivation and engagement: Innovative research for sustainable futures. 5th International Conference on the Arts in Society, SCA, University of Sydney, 22-25 July, 2010.

2009

  • Anderson, M., Freebody, K. (2009). Developing young writers: nurturing cultural citizenship and engagement. Drama Australia National Conference 2009, The University of Melbourne. 26-28 November.
  • Anderson, M., Carroll, J., Cameron, D. (2009). Drama Education with Digital Technology. United Kingdom: Continuum.
  • Donelan, K., Anderson, M. (2009). Drama in schools: meeting the research challenges of the twenty-first century. Research in Drama Education: the journal of applied theatre and performance, 14(2), 165-171.
  • Jefferson, M., Anderson, M. (2009). Enter the matrix: the relationship between drama and film. In Michael Anderson, John Carroll, David Cameron (Eds.), Drama Education with Digital Technology, (pp. 184-201). United Kingdom: Continuum.
  • Cameron, D., Anderson, M. (2009). Potential to reality: drama, technology and education. In Michael Anderson, John Carroll, David Cameron (Eds.), Drama Education with Digital Technology, (pp. 6-19). United Kingdom: Continuum.
  • Anderson, M., Gibson, R. (2009). Review of the ConnectEd Arts program.
  • Anderson, M., Jefferson, M. (2009). Teaching the screen: film education for generation next. Crows Nest , Australia: Allen and Unwin.
  • Mansour, M., Gibson, R., Anderson, M. (2009). The Role of Arts Education in Academic Motivation, Engagement and Achievement. Drama Australia National Conference 2009, The University of Melbourne. 26-28 November.
  • Anderson, M., Jefferson, M. (2009). Why drama teachers are film teachers. Drama Australia National Conference 2009, The University of Melbourne. 26-28 November.

2008

  • Manuel, J., Anderson, M. (2008). Assessing Drama in English: A Framework for Practice. In Anderson M, Hughes J, Manuel J (Eds.), Drama and English teaching: Imagination, action and engagement, (pp. 213-223). Melbourne: Oxford University Press.
  • Anderson, M., Hughes, J., Manuel, J. (2008). Drama and English teaching: Imagination, action and engagement. Melbourne: Oxford University Press.
  • Manuel, J., Hughes, J., Anderson, M., Arnold, R. (2008). Drama and English teaching: Imagination, action and engagement. In Anderson M, Hughes J, Manuel J (Eds.), Drama and English teaching: Imagination, action and engagement, (pp. 1-12). Melbourne: Oxford University Press.
  • Anderson, M. (2008). Technology, Drama and English Teaching. In Anderson M, Hughes J, Manuel J (Eds.), Drama and English teaching: Imagination, action and engagement, (pp. 161-174). Melbourne: Oxford University Press.
  • Gibson, R., Anderson, M. (2008). Touching the void: arts education research in Australia. Asia Pacific Journal of Education, 28(1), 103-112. [More Information]

2007

  • Anderson, M., Wilkinson, L. (2007). A resurgence of verbatim theatre: authenticity, empathy and transformation. Australasian Drama Studies, 50, 153-169.
  • Anderson, M. (2007). Making theatre from data: Lessons for performative ethnography from verbatim theatre. NJ-Drama Australia Journal, 31(1), 79-91.
  • Anderson, M. (2007). Mediatised performance and Theatre for Young People: How TYP is responding to Digital Natives. Caribbean Quarterly, 53(1/2), 63-75.

2006

  • Gibson, R., Anderson, M. (2006). Filling the void: Arts education research and the Australian context. 1st International Conference on the Arts in Society, Scotland: International Conference on the Arts in Society.
  • Anderson, M., Carroll, J., Cameron, D. (2006). Real Players? Drama, Technology and Education. Stoke on Trent, UK and Sterling, USA: Trentham Books.
  • Anderson, M. (2006). Solo: A guidebook to Individual Performance. Stawberry Hill: Currency Press.
  • Anderson, M., Georgakis, S. (2006). The Bacchae at Bondi: Greek Drama in Australian Education and Culture. Education and Theatre Journal, 6, 27-34.
  • Anderson, M. (2006). What is a Drama Teachers? Some Stories from Praxis. 5th World Congress of the International Drama/Theatre and Education Association, Queensland: ISEA Publications.

2005

  • Anderson, M. (2005). New stages: Challenges for teaching the aesthetics of drama online. Journal of Aesthetic Education, 39(4), 120-132.

2004

  • Anderson, M., Gibson, R. (2004). Connecting The Silos: Developing Arts Rich Education. Change: Transformations in Education, 7(1), 1-11.
  • Anderson, M. (2004). Devising Unities: A Recent History Of Drama Education In Nsw. In Michael Anderson & Christine Hatton (Eds.), The State of Our Art: NSW Perspectives in Educational Drama, (pp. 3-18). Australia: Currency Press.
  • Anderson, M. (2004). Drama Futures: Possibilities For Research, Advocacy And Policy In The 21St Century. NJ-Drama Australia Journal, 28(2), 31-39.
  • Anderson, M. (2004). Drama Teacher Professional Development. Youth Theatre Journal, 18, 1-16.
  • Gibson, R., Anderson, M. (2004). Editorial. Change: Transformations in Education, 7(2), i-ii.
  • Anderson, M. (2004). Exploding The Silos: Developing Arts Rich Education. Drama Australia Conference 2004, Canberra.
  • Hatton, C., Anderson, M. (2004). Introduction. In Michael Anderson & Christine Hatton (Eds.), The State of Our Art: NSW Perspectives in Educational Drama, (pp. 1-2). Australia: Currency Press.
  • Ewing, R., Smith, D., Anderson, M., Gibson, R., Manuel, J. (2004). Teachers as Learners. Australian Government Quality Teacher Program (AGQTP) Action Learning for School Teams. Project Evaluation Report. [More Information]
  • Anderson, M. (2004). The Career Development of Drama Teachers: Some Stories from the Research. The IDEA 2004, Canada.
  • Anderson, M., Wilkinson, L. (2004). The Happy House Experiment: journeys in teacher collaboration. Drama Australia Conference 2004, Canberra.
  • Anderson, M. (2004). The Professional Development Journeys of Drama Educators. Youth Theatre Journal, 18, 1-16.
  • Hatton, C., Anderson, M. (2004). The State of Our Art: NSW Perspectives in Educational Drama. Australia: Currency Press.

2003

  • Anderson, M. (2003). "I took the road less travelled and that has made all the difference". The professional journeys of two primary drama educators. NJ-Drama Australia Journal, 27(1), 4-14.
  • Anderson, M. (2003). Beginning secondary drama and English teaching. English Teaching: Practice and Critique, 2(1), 43-53.
  • Anderson, M. (2003), Developing Professional Conversations (Faculty of Education and Social Work Teaching and Learning Forum 2003, Sydney University).

2002

  • Anderson, M. (2002). The drama teacher's journey. Melbourne Studies in Education, , 87-95.

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