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ERIC Number: EJ979835
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: ERIC
Reference Count: 4
ISSN: ISSN-1356-9783
Pictorial Essay: Exploring Strategies to Develop More Inclusive Approaches to Actor-Training
Aita, Sean
Research in Drama Education, v17 n3 p397-404 2012
In 1975 a new definition of disability, challenging the conventional medical model, was proposed by the Union of the Physically Impaired Against Segregation (UPIAS) and the Disability Alliance. Subsequently extended to cover all impairments, this definition considers disability to be the "disadvantage or restriction caused by a contemporary social organisation which takes no or little account of people who have [physical] impairments and thus excludes them from the mainstream of social activities." However, the development of the curriculum within courses of actor training to accommodate students with disabilities has proved more problematic. As a practitioner the author's feeling is that one of the first actions that needs to be taken to explore strategies to develop more inclusive actor training is to engage directly with disabled students, within the context of the drama studio. In this article, the author describes a drama workshop he led that focused on the myth of Perseus and Medusa at the Arts University College at Bournemouth (AUCB) for nine young people with a mixed range of special needs, some profound. The students from the Victoria Education Centre, a special school for boys and girls (from 3 to 19) in Poole, Dorset were part of a drama group, and were between the ages of 16 and 18. Four of the group were wheelchair users, and one student communicated using an electronic voice-box attached to a computer keyboard. The workshop demonstrated that a number of the participants have talent as performers, and could potentially be valuable recruits to actor training courses. (Contains 5 figures and 1 note.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)