Developing a Movement Training Course for Actors and Pedagogues

Abstract

This diary-based Thesis describes pedagogical approaches to movement training addressed to actors and Performing Arts Pedagogues. The research was conducted with students following the Performing Arts Pedagogue Degree Program at NOVIA University of Applied Sciences. Since, the students are prepared to follow careers as performers, actors, as well as pedagogues, the author of this Thesis was challenged to plan, address, and asses a movement training course saturated by pedagogical concepts. Based on the author’s background as student and teacher the main point of reference regarding pedagogical approaches is Critical Pedagogy, developed into concepts of a Critical Acting Pedagogy. By creating an in-class atmosphere aiming at flattening the power structures that shape the relationships between teacher and student, the study proposes a Critical Self Reflection process empowering students’ autodidactic learning journey. For the students to feel supported and safe in the pedagogical environment alongside the Critical Self Reflection approach, the study proposes a learning environment saturated by the Ethics of Affirmation and Joy, as a feminist intervention in the movement training classroom. Together with the above concept the research integrates Engaged Pedagogy and Via Positiva as educational approaches enhancing the learning environment driven by the Ethics of Affirmation. Data was collected by the author’s working diary, the students’ reflection journals, and an interview the author had with the current leader of this program. The study shows that this approach to movement training enhanced students’ critical thinking and self-awareness, offering them pedagogical approaches useful in both their future professional endeavors as actors and pedagogues. It shows that especially students lacking traditional movement skills were emancipated by notions such as “good” or “bad” “wrong” and “right” enabling them to structure their individual approaches regarding movement technique and physical expression. The study also proposes future steps in movement training and acting pedagogy saturated by concepts such as Educational Relationality that could foster this pedagogical approach to movement training and acting pedagogy.