27 August 2013
The first years of teaching can be a challenging time for many teachers. This session will explore how an arts-informed approach can be employed to creatively examine teacher identities and emerging pedagogies through the act of storying, oral storytelling and performance.
In this fifth lecture in the "Towards an understanding of arts-based and arts-informed research" series presented by the Office of Doctoral Studies, Victoria Campbell will outline how the artistic practices mentioned above provide a creative space to defuse, sort through, and find meaningful intersections between the contradictory aspects of teachers' personal and professional lives.
Education Building A35, Room 612
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Download further reading (pdf, 60kB) for "Storytelling, identity and early-career teachers" presentation.
Victoria Campbell has been a storyteller, performer and drama educator for more than 20 years. She currently lectures and tutors in drama (K–6) in the Faculty of Education and Social Work at The University of Sydney. Her love of oral story as a powerful medium to engage listeners and learners, has led to sustained research in this area resulting in several book chapters and conference presentations. She recently completed her PhD exploring the implications of four early-career primary teachers creating a narrative performance based on their experiences of teaching. Victoria is passionate about the role of the arts, particularly drama in the life of young people. For the past four years she has been a teaching artist for the Sydney Theatre Company’s School Drama program.
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