Higher-degree research being undertaken by Paul Gardiner

Project description

Paul Gardiner is currently conducting research into playwriting pedagogy in secondary schools and is particularly interested in creativity theory and the teacher-student dynamic. The research, focussing on the impact of performance theory on teaching and learning experiences, explores the relationship between dramaturgy, creativity theory and perceptions of effective teaching and learning in this context. Undertaking comparative case study research, Paul seeks to understand the experiences of teachers and students, and to examine the impact current teaching paradigms have on student skill development, agency and engagement. Uncovering ambivalence to teaching of the craft, and the belief in a ‘noble savage’ of playwriting, emerging findings from the research suggest that a paradigm shift is needed. Using Csikszentmihalyi’s concept of ‘Flow’, the research argues for the importance of skill development in creative tasks and the associated need for rigorous teaching and learning to improve playwriting proficiency. The research suggests that a new approach to the teacher-student mentoring relationship, coupled with a more theory-centred approach, will increase the effectiveness of playwriting pedagogy increase teachers’ abilities to teach for aesthetic control and creativity development.

Paul Gardiner is an experienced Drama and English teacher, having taught in secondary schools for 17 years. He established successful Drama departments in the schools in which he taught, and was in charge of Drama at an Independent school in the Southern Highlands of NSW before embarking on full time study. He is currently one of the Senior Markers for the Scriptwriting component of the NSW HSC Drama examination and is a member of the HSC Drama exam committee. Paul has also written a number of plays, two of which have been shortlisted for Playwriting Australia’s National Script workshop. He currently teaches in the areas of teacher education and theatre learning.

Professional and community roles:

• Senior marker, HSC Drama Projects: Scriptwriting
• Drama Exam Committee 2013

Publications

• Gardiner, P. and Anderson, M. (2012) Can you read that again? Playwriting, literacy and reading the spoken word, English in Australia, 47(2), 80-89.
• Gardiner, P. (2012) What’s wrong with the way we teach playwriting? State of our Art (in press)

Conference presentations

• Gardiner, P (2012) What’s wrong with the way we teach playwriting? IDIERI7: 7th International Drama in Education Research Institute, Borders and translations: Towards new paradigms and languages in drama education, Mary Immaculate College, Limerick Ireland, 10-15 July, 2012.
• Gardiner, P. (2012) Playwriting in the Classroom, Drama NSW State Conference, Play 4 Learning, Waverly College, Waverly, NSW, May 25-26, 2012.
• Gardiner, P. (2012) Teaching Playwriting: Theory, practice and emerging data. Drama Australia National Conference, Delve 2012, Brisbane, March 9-11, 2012.
• Gardiner, P., Anderson, M. & Freebody, K. (2011). Teaching the Aesthetic: playwriting pedagogy in secondary schools, Drama Australia National Conference, Spaces of Performance, Perth, 31 March - 2 April 2011.