Teaching Strategies for Neurodiversity and Dyslexia in Actor Training: Sensing Shakespeare
- Submitting institution
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Arts University Bournemouth, the
- Unit of assessment
- 33 - Music, Drama, Dance, Performing Arts, Film and Screen Studies
- Output identifier
- Whitfield_33027 Teaching
- Type
- A - Authored book
- DOI
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- Publisher
- Routledge
- ISBN
- 9781138311817
- Open access status
- -
- Month of publication
- -
- Year of publication
- 2019
- URL
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- Supplementary information
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- Request cross-referral to
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- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- Yes
- Number of additional authors
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- Research group(s)
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- Proposed double-weighted
- Yes
- Double-weighted statement
- This 90,000-word monograph draws on practice-led research conducted over a six-year period, creating new teaching strategies to support dyslexic acting students, in their ability to read and perform Shakespeare’s text. Working in an area where there had been no prior research into dyslexia and teaching dyslexic acting students, the research and teaching strategies are produced from empirical evidence accumulated through many practical trials and interviews with dyslexic acting students, recorded as primary sources of data. Due to the complexity of dyslexia, the study is interdisciplinary, including performance and critical analysis, and draws on psychology, science, education and literary theory.
- Reserve for an output with double weighting
- No
- Additional information
- -
- Author contribution statement
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- Non-English
- No
- English abstract
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