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What a performance! Recognising performing arts skills in the delivery of lectures in Higher Education

What a performance! Recognising performing arts skills in the delivery of lectures in Higher Education

Street, Paul (2007) What a performance! Recognising performing arts skills in the delivery of lectures in Higher Education. The Learning Teacher Journal, 1 (1). pp. 3-19. ISSN 1654-0344

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Abstract

This study has investigated the notion that lecturing has similarities to acting and in doing so has empirically tested the elements of acting proposed by Tauber and Mester (1994). Findings from 125 lectures and students from one University within the UK show high levels of recognition between lecturers and students confirming the assertion that if animated voice and body, space, humour, suspense and surprise, props and role play, are used within a class, they could promote student interest, attention and positive attitudes towards learning. Findings indicated that these lecturers assumed a persona when lecturing, which was different from that displayed in other parts of their professional life. This occurred, particularly, but not exclusively, when they were nervous. This study offers a development of Tauber and Mester’s (1994) work that integrates a process of persona adoption into the model’s elements of acting. This study demonstrates the value of utilising acting skills to increase the ability of new or under-confident lecturers to deliver lectures to large groups of students.

Item Type: Article
Uncontrolled Keywords: teaching, performing arts, acting skills, persona, lecturing persona, identity, delivery skills, role play
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2300 Higher Education
Pre-2014 Departments: School of Health & Social Care
Related URLs:
Last Modified: 14 Oct 2016 09:23
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
Selected for GREAT 2019: None
URI: http://gala.gre.ac.uk/id/eprint/9222

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