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Teaching Strategies for Neurodiversity and Dyslexia in Actor Training

Petronilla Whitfield
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A01=Petronilla Whitfield
Act Iii
acting
action research actor training
Action Research Cycle
actor training
Arts University Bournemouth
Author_Petronilla Whitfield
Category=ATDC
Category=JNSG
cognitive diversity in theater
Conventional Teaching Environments
Dyslexia
Dyslexic Participants
Dyslexic Students
embodied cognition techniques
eq_art-fashion-photography
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Extended Mind Theory
inclusive pedagogy research
Indexical Hypothesis
Item Specific Encoding
memory aids for performing arts
multisensory learning strategies
Murderous Hand
Neural Reuse
neurodiversity
Non-dyslexic Students
performance
Phonological Loop
Prospective Memory
Psychological Gesture
Reading Comprehension Theory
Richard III
Royal Central School
Shakespeare
Specific Learning Differences
Stanislavski's Actions
Stanislavski's Methods
Stanislavski's Studies
Stanislavski’s Actions
Stanislavski’s Methods
Stanislavski’s Studies
UK Disability Discrimination Act
visual thinking in education
Visuospatial Sketchpad
Weak Working Memory

Product details

  • ISBN 9781138311848
  • Weight: 317g
  • Dimensions: 152 x 229mm
  • Publication Date: 12 Aug 2019
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

Teaching Strategies for Neurodiversity and Dyslexia in Actor Training addresses some of the challenges met by acting students with dyslexia and highlights the abilities demonstrated by individuals with specific learning differences in actor training.

The book offers six tested teaching strategies, created from practical and theoretical research investigations with dyslexic acting students, using the methodologies of case study and action research. Utilizing Shakespeare’s text as a laboratory of practice and drawing directly from the voices and practical work of the dyslexic students themselves, the book explores:

  • the stress caused by dyslexia and how the teacher might ameliorate it through changes in their practice

  • the theories and discourse surrounding the label of dyslexia

  • the visual, kinaesthetic, and multisensory processing preferences demonstrated by some acting students assessed as dyslexic

  • acting approaches for engaging with Shakespeare’s language, enabling those with dyslexia to develop their authentic voice and abilities

  • a grounding of the words and the meaning of the text through embodied cognition, spatial awareness, and epistemic tools

  • Stanislavski’s method of units and actions and how it can benefit and obstruct the student with dyslexia when working on Shakespeare

  • Interpretive Mnemonics as a memory support and hermeneutic process, and the use of color and drawing towards an autonomy in live performance

This book is a valuable resource for voice and actor training, professional performance, and for those who are curious about emancipatory methods that support difference through humanistic teaching philosophies.
About Petronilla Whitfield

Dr. Petronilla Whitfield is Associate Professor in Voice and Acting at the Arts University Bournemouth, UK. She holds a PhD in Arts Pedagogy from Warwick University and an MA in Voice Studies from the Royal Central School of Speech and Drama. Trained originally as an actor at Arts Educational Schools, she was a professional actor for twenty years. She has taught voice and acting at leading British actor training institutions and universities for eighteen years.

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