AATE Networks

T.I.E.

Network Co-Chairs:
Andrea Dishy, (Consultant) City University of New York
Allison Downey, Western Michigan University

Call for proposals:

Extended deadline for 'Performing Heritage: research and practice'
conference proposals - 15th Oct, 2007

Many thanks to all those who have submitted proposals for the 'Performing
Heritage' conference; we will get back to you in mid-October
with further information. We have now decided to extend the deadline for
proposals (and expressions of interest) to Monday 15th October 2007.
Please email any new proposals to the project administrator, Ruth Daniel at:
ruth.daniel@manchester.ac.uk . Questions about proposals for papers,
workshops and other forms of presentation should be addressed to Tony
Jackson at a.r.jackson@manchester.ac.uk.

Please check the website for
· updates on keynote speakers and performances/performance-workshops
· advice on the types of presentation that are possible
· information on how to register, conference fees and accommodation
at www.plh.manchester.ac.uk/conference.htm.

Best regards,

Tony Jackson
Project Director: "Performance, Learning and Heritage"
Centre for Applied Theatre Research
School of Arts, Histories & Cultures
Martin Harris Centre
University of Manchester M13 9PL
Tel: 0161 275 3356
www.manchester.ac.uk/plh

Network Description
The Theatre & Education (TIE) Network serves educators, students, and professional practitioners who work in student-centered educational drama. TIE seeks to engage students in critical thinking through active participation in drama-based explorations. In 2003 the TIE Network sponsored a Pre-Conference Event hosted by the Creative Arts Team in New York (see below for questions generated). In addition, the TIE Network has a discussion forum listserv.

What Is TIE?

Theatre & Education is a particular type of educational drama. If you wonder if your work is TIE, or would like more information about what TIE is, look at the following criteria:

• If the work makes use of both scripts and improvisation and is presented in workshop style;
• If the work includes full student participation during at least part of the presentation;
• If the work makes use of traditional and innovative tools of theatre and drama practice including dramatic conventions such as teacher in role, whole group role playing, hot seating, forum theatre, etc.;
• If the work includes educational goals accessed through theatre;
• If the work is narrowly focused with specific goals aimed at a specific age group;
• If the work uses theatre and drama to raise questions and issues for student exploration rather than supplying ready-made answers given by the performers;
• If the work is designed so students take their own responsibility and the work empowers students on an equal basis with the teachers in exploration of the subject matter;

If you can make a case for your work that shows incorporation of most of these criteria, you are clearly working in TIE (Theatre-In-Education)!

As a result of the AATE 2006 Conference (and even prior to that), TIE Network Co-Chairs the network goals that were expressed at the AATE 2006 & 2005 Conferences. These include:

Current Goals: Overall - To strengthen and expand our network of TIE practitioners and researchers

• To reinvigorate communication between network members, old and new, using useful, user-friendly, online technology as evidenced in our newly created Google group listserv
• To grow the TIE Network presence at AATE by identifying network members by region who might be able to collaborate in spreading the word.
• To recruit new members to AATE 2007

On Hold for Now (from 2005 AATE Chicago Conference):

• To continue to develop the existing, working, archive of research about TIE and documentation of the work in practice  -- (At present, Charles had offered housing this at his university in Minnesota, but we could consider another location if someone has access)
• The TIE Newsletter - again thanks to all who have made this happen in the past.
• The TIE Brochure

*The Newsletter and TIE Brochure are on hold until we have appropriate funds and person power.

1. How do we examine agendas at play in our work?
2. What conventions do we use/overuse, and why?
3. What are the implicit/explicit questions arising from form and content?
4. How do we choose to represent stories (race, class, gender, sexual orientation, etc.)?
5. Who is allowed to tell what stories?
6. How can we find ways to clearinghouse various forms of documentation?