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Sunderland Repository records the research produced by the University of Sunderland including practice-based research and theses.

And The Performance Speaks: (re)interpreting and (re)presenting student and teacher lived experiences of drama assessment within Further Education.

Curtis, Beth (2023) And The Performance Speaks: (re)interpreting and (re)presenting student and teacher lived experiences of drama assessment within Further Education. Doctoral thesis, The University of Sunderland.

Item Type: Thesis (Doctoral)


This study illuminates the lived experiences of A Level Drama students and teachers within the Further Education sector in England and reasserts the necessity of a creative education. Working with the research conversations of twenty-two students and teachers, the findings indicate a discord between the participants’ experiences of teaching and learning in A Level Drama, which are tacit, collaborative, dialogic, and embodied (Polanyi, 1967; Osmond, 2007; Conroy, 2010; Franks, 2015) and the required methods of assessment. The narrative accounts of the research participants suggest that efforts to ensure the “academic rigour” of drama as a subject strengthens enduring divisions of theory and practice (Bohm, 1996; McCullough, 1998; Hyland, 2017; Fleming, 2012; Nichols, 2021), and questions the use of written examination as a viable means of expressing and measuring practical, embodied knowledge.
Synchronously, this thesis explores how lived experience can be (re)interpreted and (re)presented on the stage and the findings support Harris and Sinclair’s claim that ‘the writing of a play is an act of inquiry’ (2014:5). Drawing on a/r/tographic practices (Springgay, Irwin and Kind, 2005), the study argues that ‘creative and artistic processes parallel the analysis that any qualitative researcher applies to their work’ (Sallis, 2018:55) and situates drama as a method through which ‘to interrogate data in different and often revealing ways’ (Butler-Kisber, 2010:135). Subsequently, the study affirms playwriting as a robust research practice with the capability to ‘facilitate engagement, more nuanced representation, reflexivity, and even action from the researcher, participant, and audience’ (Cannon, 2012:583).

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Uncontrolled Keywords: drama, assessment, creative methods, writing as inquiry, qualitative research.
Depositing User: Delphine Doucet


Item ID: 16691

Users with ORCIDS

ORCID for Beth Curtis: ORCID iD

Catalogue record

Date Deposited: 29 Sep 2023 14:05
Last Modified: 09 Oct 2023 10:45


Author: Beth Curtis ORCID iD

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Performing Arts > Drama
Education > Further Education

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