The River Flows On: Student performer engagement with the texts and methodology of Robert Lepage.

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dc.contributor.author Crossley, Mark en
dc.date.accessioned 2012-06-15T12:55:07Z
dc.date.available 2012-06-15T12:55:07Z
dc.date.issued 2010-10
dc.identifier.citation Crossley, M. (2010) The River Flows On: Student performer engagement with the texts and methodology of Robert Lepage. Education and Theatre Journal, Issue no 11 Hellenic Theatre / Drama and Education Network pp 23 – 34. en
dc.identifier.issn 1109-821X
dc.identifier.uri http://hdl.handle.net/2086/6190
dc.description.abstract Between September 2008 and February 2009, a cohort of third year Drama Studies undergraduates at De Montfort University (DMU) in the UK adapted and then performed ‘The Seven Streams of the River Ota’ by Robert Lepage. In my capacity as a module tutor, I acted as a director for the project. The original professional production developed between 1994 and 1996 was indelibly connected to and constructed upon the individual, creative contributions of the artistic company (performers and technicians) that Lepage assembled. It is therefore, arguably, a multiple set of autobiographical narratives. By perceiving the text in this way, as a reflexive creation, it prompts several pedagogical questions: • What potential is there for student performers to find creative ownership when they are approaching the text for the first time? • Can the ‘embers’ of the written dramatic text ignite a new performance text for the students? • What teaching and learning challenges are created when undergraduate drama students are asked to navigate between written (dramatic) and devised (performance) text within one production? The aim of this paper is to illuminate and analyze these questions through the specific rehearsal process and performance case study and reflect upon the possibilities and challenges created for drama students in the intersection between an extant dramatic text of Lepage and the personalized, devising imperative of his working methodology. In particular there will be a focus on the potential for the RSVP process (see description in main text) and the concept of ‘décalage’, as used by Lepage, to be perceived as a pedagogical framework upon which students may construct ownership and authorship over their own learning and creative practice. My intention is also to highlight some of the tensions created through such a methodology that embraces indeterminacy. Note – the citations I draw upon are consciously and unapologetically centered upon texts on or by Robert Lepage (rather than works related to educational theory) as my intention, as already stated, is to offer his methodology as a pedagogical model. en
dc.language.iso en en
dc.publisher Education and Theatre Journal en
dc.subject Robert Lepage en
dc.subject RSVP en
dc.subject decalage en
dc.subject text en
dc.subject performance en
dc.subject student en
dc.subject pedagogy en
dc.subject university en
dc.title The River Flows On: Student performer engagement with the texts and methodology of Robert Lepage. en
dc.type Article en
dc.researchgroup Intermediality and Performance Research Group
dc.researchgroup Drama Research Group
dc.peerreviewed Yes en
dc.explorer.multimedia No en


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