Energy and presence: A journey from theatre lab to teacher training

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dc.contributor.authorGatt, Isabelleen
dc.date.accessioned2025-04-17T12:24:26Z
dc.date.available2025-04-17T12:24:26Z
dc.date.issued2024-12-31en
dc.description.abstractThis article narrates my journey through laboratory physical theatre, focusing on how actor presence emerges from physical training, imagination, intentionality and connection with the audience. It then argues for the significance of these elements in initial teacher training, exploring the concept of teacher presence and examining to create a more embodied and active engagement in the classroom, similar to the craft of an actor in performance. By integrating actor-training, I propose that presence is something developed through laboratory theatre training techniques. In my work with student teachers, I incorporate such techniques to work on their energetic presence, enabling them to create richer emotional connections with their students. Research indicates that strong teacher-student relationships significantly impact academic achievement, motivation, and engagement. These relationships flourish when teachers leverage their mental, physical, and emotional resources, suggesting that presence is not merely an innate quality but a skill that can be developed through specific actor-training exercises. Student logs of reflections on the drama module sessions will illustrate the transformative impact of this training on their confidence, teaching practices, and the relationships cultivated within the classroom. Ultimately, I posit that when educators engage their intellect, emotions, and creativity, they can create dynamic learning environments that resonate with authenticity and connection.en
dc.description.statusPeer revieweden
dc.description.versionPublished Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationGatt, I. (2024) 'Energy and presence: A journey from theatre lab to teacher training', Scenario: A Journal of Performative Teaching, Learning, Research, 18(2), pp.74-88. https://doi.org/10.33178/scenario.18.2.5en
dc.identifier.doi10.33178/scenario.18.2.5en
dc.identifier.endpage88en
dc.identifier.issn1649-8526en
dc.identifier.issued2
dc.identifier.journaltitleScenario: A Journal for Performative Teaching, Learning, Researchen
dc.identifier.startpage74en
dc.identifier.urihttps://hdl.handle.net/10468/17285
dc.identifier.volume18
dc.language.isoenen
dc.publisherDepartment of German, University College Corken
dc.relation.urihttps://journals.ucc.ie/index.php/scenario/article/view/scenario-18-2-5
dc.rights© 2024, the Author(s). This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.en
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectLaboratory physical theatreen
dc.subjectInitial teacher trainingen
dc.subjectTeacher presenceen
dc.subjectEmbodied and active engagement in the classroomen
dc.titleEnergy and presence: A journey from theatre lab to teacher trainingen
dc.typeArticle (peer-reviewed)en
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Scenario: A Journal for Performative Teaching, Learning, Research. Vol. 18 Issue 2