Performance pedagogy through research in ‘real’ and ‘virtual’ spaces

Abstract

This paper explores strategies for incorporating practice-led research into the undergraduate performing arts curriculum at the University of South Australia. There has been considerable interest in strategies for integrating teaching and research in the undergraduate curriculum as evidenced by the growing body of literature documenting the potential benefits of engaging students in research activities designed to foster active learning and problem-solving. However, studies reporting strategies for incorporating research in undergraduate programs with an applied focus, and performing arts courses in particular, are more difficult to find. This paper presents a case study of a second-year visual theatre course in which students undertook practice-led research activities involving the design and implementation of a performance in the physical space of a theatre and 3D virtual environment. Students, tutors and researchers as well as technical staff were drawn together as a research community in which students engaged in critical reflection in the company of scholars. Students were encouraged to act on the feedback they received from their peers and staff. Through these varying research activities, the course aimed to engage students in practice-led research activities involving collaboration and reflective practice within the disciplinary field of performing arts.