Abstract
The Guildford School of Acting (GSA) is a conservatoire providing training in Acting, Musical Theatre, Dance and Production Skills. This research study explores this student–tutor relationship in the conservatoire, focusing particularly on the experiences of the current second-year cohort of BA Acting students, and addressing the question: How, and to what extent, does the student/tutor relationship need to adapt when working in a creative subject area? The research has been conducted and co-authored by a student and member of academic staff working in partnership, and data gathered via qualitative research methods including focus groups and anonymous questionnaires. This wider data is then used to inform discussions between the two investigators and to contextualise their own experiences of student–tutor relationships in the conservatoire.
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Barnard-Jones, D., Rawlins, T. (2020). Exploring the Actor–Director Relationship in the Drama School Through a Student–Tutor Dialogue. In: Gravett, K., Yakovchuk, N., Kinchin, I. (eds) Enhancing Student-Centred Teaching in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-35396-4_4
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DOI: https://doi.org/10.1007/978-3-030-35396-4_4
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