Call for Proposals: Actor Training, Teaching, and Specific Learning Differences/Disabilities

(Dr Petronilla Whitfield, Arts University Bournemouth UK)

Deadline for Proposals 15 December 2019

Call outline

This is a call for expressions of interest and proposals for chapter contributors in an edited book on actor training, voice, movement, education and learning differences /disabilities, neurodiversity. Following the recent publication of my book ‘Teaching Strategies for Neurodiversity and Dyslexia in Actor Training’ (Routledge 2019), I am now seeking ideas for potential chapters from teachers/ practitioners/authors regarding the development of their teaching in the support of Acting and Performance students/individuals with Specific Learning Differences/Disabilities. In particular, dissemination of practice is sought where the teaching directions are underpinned by research, theory, and scholarly investigation. It is important that Specific Learning Differences/Disabilities are not generalised, but detailed with specificity of their characteristics. Early researchers in this field are also invited to submit a proposal, as they are potentially important contributors to emerging pedagogical discussions and approaches.

Themes could include (but are not limited to):

• Descriptions of teaching interventions, rationale, process and outcomes, where teachers have recognised a problem or challenge and have carried out research, trials and transformation of their practice to support the neurodiverse, SpLD student’s/individual’s needs. (Descriptions of perceived failures are as valuable as successes).

• Critical analysis of pedagogy in actor training environments, historical and cultural contexts of actor training, and how Specific Learning Differences and neurodiversity is situated within that context

• An in-depth analysis of the arts-based discipline involved, and how the learning difference/style/disability can impact on embedded or adapted practice in that discipline

• The ethical and political concerns regarding the labelling of an individual with a SpLD, and how this might influence your practice/approach

• The foregrounding of the student voice and experience of those with SpLD, platforming student-led methods, autonomy, research and student- led teaching practices

• If you are a teacher with SpLD, (such as being dyslexic for example) , how that might inform/affect your teaching and your understanding for the individual student with learning challenges

• Development of inclusive assessment strategies, that do not unfairly disadvantage those with SpLD/neurodiversity and differing modes of learning

• The experience of Learning Support teachers/staff who have been involved in the teaching of acting performance students with SpLD and are researching and developing new practices in their field

• The experiences of coaches/teachers working with professional actors with SpLD and a dissemination of developing methods and reflection on endeavours to support those actors

Submitting a proposal

Preliminary conversations with potential contributors will help to develop the contents of the book, to submit to the publisher for review.

To signal your interest in making a contribution please contact Petronilla Whitfield for an initial exchange of ideas/thoughts, or email a proposal of 500- 1,000 words in length. Firm proposals must be received no later than the 15 December 2019 and sent, with a brief author biography, to the book’s editor, Dr Petronilla Whitfield ([email protected])