Abstract
The performing arts are inherently collaborative, but it is time to be didactic about the benefits of teamwork that we largely take for granted. Opportunities for students to work on diverse teams, learning collaboratively with students in other disciplines, or community partners, will only further enhance their learning. These case studies consider collaborative learning through practical performance experiences and innovative curriculum. Claire M. McDonald produced a new play festival at her institution and realized a strategy for creating multicultural collaboration that encouraged interdisciplinary creative processes. Angela Sweigart-Gallagher and Kristin Hunt examine their redesign and teaching of a performance practicum course with a focus on the ethical dimensions of student labor and the curricular framing of this experiential and collaborative project-based learning as a teaching strategy.
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Notes
- 1.
Pierre Dillenbourg, “What Do You Mean by Collaborative Learning?,” 1.
- 2.
For an example on social interaction see Amy Soller, “Supporting Social Interaction in an Intelligent Collaborative Learning System.”
- 3.
Dillenbourg, “What Do You Mean by Collaborative Learning?,” 5.
- 4.
Piet Van den Bossche, Wim H. Gijselaers, Mien Segers, and Paul A. Kirschner, “Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments Team Learning Beliefs and Behaviors,” 495.
- 5.
Van den Bossche et al., “Social and Cognitive Factors,” 515.
- 6.
Van den Bossche et al., “Social and Cognitive Factors,” 514.
- 7.
See figure 2 in Amy Soller for the conversation skill taxonomy, an excellent tool to assist faculty in this process.
- 8.
Ideas about revising theatre curriculum to include collaboration and technology can be found in Peter Zazzali and Jeanne Klein, “Toward Revising Undergraduate Theatre Education.”
- 9.
George D. Kuh and Carol Geary Schneider, High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter, 9–11.
- 10.
Nancy Kindelan, Artistic Literacy, 136.
- 11.
The University of St. Thomas has a 2016–2017 student population of 3312 including 1814 undergraduates and 1498 graduate students. Thirty-five undergraduate majors are offered. The drama program faculty includes two fulltime and one adjunct member. More UST facts can be found at www.stthom.edu under the “About Us” tab.
- 12.
Kuh and Schneider, High-Impact Educational Practices, 4, 9–11.
- 13.
Kuh and Schneider, High-Impact Educational Practices, 6.
- 14.
Kuh and Schneider, High-Impact Educational Practices, 10.
- 15.
This passage was included in the Ampersand program notes edited by Claire McDonald, April 2015.
- 16.
Janet Eyler, Dwight E. Giles, Christine M. Stenson, and Charlene J. Gray. At a Glance: What We Know About the Effects of Service-Learning on College Students, Faculty, Institutions and Communities, 1993–2000.
- 17.
William Keep, “Business in Higher Education,” and Nate Kreuter, “Customer Mentality.”
- 18.
Kuh and Schneider, High-Impact Educational Practices, 10.
Bibliography
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Hayford, M., Kattwinkel, S. (2018). Collaborative Assignments and Projects. In: Hayford, M., Kattwinkel, S. (eds) Performing Arts as High-Impact Practice. The Arts in Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-72944-2_6
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