Experience as Curriculum: Developing an Intuitive, Affective, Affirmative Approach to Actor Training with (Disabled) Students

The research analyzes the relationship between factors of resilience and academic performance in disabled students studying at the Technical University of Manabí. It is a correlational descriptive study conducted with a population of 88 disabled students, of which two groups were selected, one with high academic performance and the other with low performance. A questionnaire was designed and applied to determine the level of quality of life and risk factors of adolescents. Resilience was measured with the SV-RES scale created for the Latin American population.

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Characterization of Auditory Disability and Its Relation to the Resilience

International Research Journal of Management IT and Social Sciences ◽

10.21744/irjmis.v5i2.601 ◽

2018 ◽

Vol 5 (2) ◽

pp. 15

Author(s):

Bibian Bibeca Bumbila García ◽

Hernán Andrés Cedeño Cedeño ◽

Tatiana Moreira Chica ◽

Yaritza Rossana Parrales Ríos

Keyword(s):

Social Integration ◽

Conceptual Analysis ◽

Disabled People ◽

Disabled Students ◽

Hearing Disability ◽

Technical University ◽

The Relationship ◽

Made In

The objective of the work is to establish the characterization of the auditory disability and its relationship with resilience at the Technical University of Manabí. The article shows a conceptual analysis related to the inclusion and social integration of disabled students. Based on the fact that the person with disabilities grows and develops in the same way as that of people without disabilities and what usually happens is that disabled people are rejected and discriminated against based on a prefabricated and erroneous conceptualization of these people. The results associated with the application of the SV-RES test prepared by the researchers are shown (Saavedra & Villalta, 2008b). Characterization of the auditory deficit is made in the students, and the limitations that derive from it are pointed out. We analyze the particularities related to communication with students who have a hearing disability and resilience in this type of student, where some personal highlights that in this sense constitute an example of resilience. Finally, the results related to the study of the relationship between students' hearing disability and the level of resilience dimensions are shown.

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Resilience and Support Networks for University Students with Disabilities

International Research Journal of Management IT and Social Sciences ◽

10.21744/irjmis.v5i2.634 ◽

2018 ◽

Vol 5 (2) ◽

pp. 164

Author(s):

María Leonila García Cedeño ◽

Anicia Katherine Tarazona Meza ◽

Robert Gonzalo Cedeño Mejía

Keyword(s):

Social Networks ◽

University Students ◽

Students With Disabilities ◽

Pearson Correlation ◽

Support Networks ◽

Pearson Correlation Coefficient ◽

Structured Interviews ◽

Disabled Students ◽

The Social ◽

Student Resilience

Resilience is a phenomenon that can be studied in catastrophic situations but also in everyday matters such as disability, this being an alternative way of working in the environment that requires the adaptation of the social networks that contain and support people with this condition. The research was conducted at the Technical University of Manabí applied to the population of students with disabilities. The paper presents an analysis of support networks and their relationship with student resilience. The results related to the application of the Saavedra-Villalta test are shown, which allowed to correlate the level of resilience of the sample studied with the support networks. An analysis linked to the interpretation of the Pearson correlation coefficient is presented. The result obtained is presented by applying semi-structured interviews to a sample of 48 disabled students.

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Crisis Management in Higher Education in the Time of Covid-19: The Case of Actor Training

Education Sciences ◽

10.3390/educsci11030132 ◽

2021 ◽

Vol 11 (3) ◽

pp. 132

Author(s):

Anna McNamara

Keyword(s):

Higher Education ◽

Crisis Management ◽

High Frequency ◽

High Reliability ◽

Actor Training ◽

Management Actions ◽

The Usa ◽

The Uk ◽

The Impact ◽

High Frequency Words

The impact of Covid-19 placed Higher Education leadership in a state of crisis management, where decision making had to be swift and impactful. This research draws on ethea of mindfulness, actor training techniques, referencing high-reliability organisations (HRO). Interviews conducted by the author with three leaders of actor training conservatoires in Higher Education institutions in Australia, the UK and the USA reflect on crisis management actions taken in response to the impact of Covid-19 on their sector, from which high-frequency words are identified and grouped thematically. Reflecting on these high-frequency words and the thematic grouping, a model of mindful leadership is proposed as a positive tool that may enable those in leadership to recognise and respond efficiently to wider structural frailties within Higher Education, with reference to the capacity of leaders to operate with increased mindfulness, enabling a more resilient organisation that unlocks the locus of control.

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Michael Chekhov and Sanford Meisner: Collisions and Convergence in Actor Training

Journal of Theatre Dance and Performance Training ◽

10.1080/19443927.2021.1866886 ◽

2021 ◽

Vol 12 (1) ◽

pp. 127-129

Author(s):

Josephine Christensen

Keyword(s):

Actor Training

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Culture, Identity and Actor Training: Indigeneity in New Zealand's National Drama School

Theatre Research International ◽

10.1017/s0307883320000590 ◽

2021 ◽

Vol 46 (1) ◽

pp. 70-88

Author(s):

PETER ZAZZALI

Keyword(s):

National Identity ◽

Indigenous Peoples ◽

Actor Training ◽

Cultural Traditions ◽

Fulbright Scholar ◽

Ethnographic Methodology

How can indigeneity be understood through training actors in a colonial context? Do ‘Western’ acting schools misrepresent and exploit indigenous practices and cultural traditions towards reinforcing the settler state? Or does a given school's integration of such praxis and customs demonstrate inclusivity, equity and progressivism? At what point does incorporating indigeneity in actor training become a tokenistic appropriation of marginalized cultures? Drawn from fieldwork as a 2019 Fulbright scholar at Toi Whakaari, New Zealand's National Drama School, I intersect training with culture and society. Using the Acting Program as a case study, I deploy an ethnographic methodology to address the aforementioned questions by investigating Toi Whakaari's bicultural pedagogy while positioning it as a reflection of New Zealand's national identity. I especially explore the school's implementation of Tikanga Māori, the practices and beliefs of the country's indigenous peoples. I argue that while some questions remain, Toi Whakaari integrates Māori forms in a manner that is culturally responsible and pedagogically effective, thereby providing a model from which other drama schools can learn.

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