The file at right contains a course-by-course summary of the major concepts, theoretical stances, and methods learned -- and how they were applied -- during 2010-2015:
|
|
Research: Summer 2014 to Spring 2015,
NARRATIVE & PRODUCT FILES
Publications & Pending
Live! From Mount Olympus: Theatricizing two analyses of a multimodal, multimedia composition, published in Creative Approaches to Research (Feb 2015).
Purpose: After analyzing a multimodal video produced by sixth-grade students, another scholar and I found it difficult to combine our distinctive voices and approaches into one final product. Nor did we feel readers would be well served by reading one full analysis followed by a second; eventually, we tried scripting the analyses as a play. As previous ethno-theater or dramatic research has focused on dramatizing data rather than analysis, and as little has been written about researchers presenting findings by assuming characters other than themselves or anyone else directly involved in the research, we offered our method in the hopes other scholars will find it useful. Anderson, A.W., Smith, P., Schneider, J.J., and Frier, A. (2015). Live! From Mount Olympus: Theatricizing two analyses of a multimodal, multimedia composition. Creative Approaches to Research, 8(1), 75-96. Retrieved from http://aqr.org.au/wp-content/uploads/2012/07/CAR8_1_Full.pdf |
Unfortunately, we had neglected to film the original performance. We decided to capture the script on film at the same conference the following year, rehearsed online via Skype, and did a one-take filming in an empty conference room. Another colleague filmed the reenactment on her iTablet and also filmed one character re-reading her lines. She transferred the files to me, and I spliced and edited the footage. I also added voiceover in a couple of spots where the audio had been unclear. After I uploaded the resulting file to YouTube, I uploaded the script to create captions -- all this so we could add a link to the YouTube video at the end of the article so people could see what theatricized analysis looks like.
|
This uncredited review of the article appeared on p. 3 in the Summer Newsletter of the AERA Qualitative Research SIG (file linked below):
Brief review: Anderson et al. (2015) provide a multilayered account of turning the evaluation of a video into a theatrical performance of “conceptual ideas” (p. 78) rather than the dramatizing of research data which they found was more commonly discussed in the literature. Although the methodological approach shared in this article was derived from an instructional activity rather than research, the authors skillfully turn the products of this activity into “data” to be performed, providing details of the procedures they used for scripting and presenting the theatrical production in ways that qualitative researchers interested in dramatizing their work will find relevant. The paper gives 1) a rationale for turning the analysis of a video into a script and the decisions involved in creating the script, 2) the performed script itself juxtaposed with the data it was drawn from (two written reviews of the student videos), and 3) a reflective analysis of what they learned as a result of performing the play at a conference. If you are interested in learning more about the process of creating a dramatization of your research findings or, as Anderson et al. demonstrate, its conceptual framework, you will find much to think about as a result of reading this article. The performance itself achieves multiple aims. First, it performs a dialogic analysis of the 6th grade students’ video, Waterbusters. Second, it shows the tensions inherent in striving to balance education and entertainment. And third, it gives readers an excellent example of how to write up a theatrical script as a journal article without losing its performative qualities. After presenting the actual script, the authors share what they discovered about the challenges of adapting their performance to the available presentation space, the importance of rehearsals as a way to deepen understanding and connection to the material, and the insights they developed turning the evaluation of a video (itself a scripted and performed production) into a scripted and performed production. It is this juxtaposition of the behind-the-scene production talk with the actual performance that makes this piece a nice resource for qualitative researchers interested in integrating performance in their research and/or teaching.
Brief review: Anderson et al. (2015) provide a multilayered account of turning the evaluation of a video into a theatrical performance of “conceptual ideas” (p. 78) rather than the dramatizing of research data which they found was more commonly discussed in the literature. Although the methodological approach shared in this article was derived from an instructional activity rather than research, the authors skillfully turn the products of this activity into “data” to be performed, providing details of the procedures they used for scripting and presenting the theatrical production in ways that qualitative researchers interested in dramatizing their work will find relevant. The paper gives 1) a rationale for turning the analysis of a video into a script and the decisions involved in creating the script, 2) the performed script itself juxtaposed with the data it was drawn from (two written reviews of the student videos), and 3) a reflective analysis of what they learned as a result of performing the play at a conference. If you are interested in learning more about the process of creating a dramatization of your research findings or, as Anderson et al. demonstrate, its conceptual framework, you will find much to think about as a result of reading this article. The performance itself achieves multiple aims. First, it performs a dialogic analysis of the 6th grade students’ video, Waterbusters. Second, it shows the tensions inherent in striving to balance education and entertainment. And third, it gives readers an excellent example of how to write up a theatrical script as a journal article without losing its performative qualities. After presenting the actual script, the authors share what they discovered about the challenges of adapting their performance to the available presentation space, the importance of rehearsals as a way to deepen understanding and connection to the material, and the insights they developed turning the evaluation of a video (itself a scripted and performed production) into a scripted and performed production. It is this juxtaposition of the behind-the-scene production talk with the actual performance that makes this piece a nice resource for qualitative researchers interested in integrating performance in their research and/or teaching.
qrsigsummer2015v.2.reviewmountolympuspage3.pdf | |
File Size: | 741 kb |
File Type: |
PENDING PUBLICATIONS:
Anderson, A.W. & Powell, R. L. (2016). The world is flat, Stanley: Globalization, ethnocentricity, and absurdity. In A. Wannamaker and J. M. Miskec (Eds.). The Early Reader in Children’s Literature and Culture. London, U.K.: Routledge. https://www.routledge.com/products/9781138931688
Anderson, A.W. (in review). Out of the everywhere into here: “Pre-originary rhetoricity” and transcendence as common ground for spiritual research. Manuscript prepared for Spiritual Research Paradigm (book chapter for AERA Spiritual Research SIG, submitted June 5, 2014; latest revisions submitted July, 2015).
Anderson, A.W., Branscombe, M., & Nkrumah, T. (invited to resubmit for Fall issues). Blocked at the threshold: Three stories of identity and participatory education. Manuscript prepared for Journal of Language & Literacy Education (JoLLE), submitted February 27, May 26, and June 20, 2015).
Anderson, A.W. & Powell, R. L. (2016). The world is flat, Stanley: Globalization, ethnocentricity, and absurdity. In A. Wannamaker and J. M. Miskec (Eds.). The Early Reader in Children’s Literature and Culture. London, U.K.: Routledge. https://www.routledge.com/products/9781138931688
Anderson, A.W. (in review). Out of the everywhere into here: “Pre-originary rhetoricity” and transcendence as common ground for spiritual research. Manuscript prepared for Spiritual Research Paradigm (book chapter for AERA Spiritual Research SIG, submitted June 5, 2014; latest revisions submitted July, 2015).
Anderson, A.W., Branscombe, M., & Nkrumah, T. (invited to resubmit for Fall issues). Blocked at the threshold: Three stories of identity and participatory education. Manuscript prepared for Journal of Language & Literacy Education (JoLLE), submitted February 27, May 26, and June 20, 2015).
Conferences & Courses
Summer 2014
Children's Literature Association Conference
Paper Presented at Children's Literature Association Conference, June 2014: I attended the Children's Literature Association Conference in Columbia, SC, where I presented "Behind the 'Paper Curtain': Elise Sanguinetti's The Last of the Whitfields, Integration, and the Northern Press" as part of the Southern Studies panel. Additionally, I was second author on a paper presented by Dr. Jenifer Schneider, "Impudence, Serious Nonsense, or Black Magic: Identity and The 500 Hats of Bartholomew Cubbins."
Fall 2014
Ethics and Educational leadership
Course Taken: EDA 7069 Ethics and Educational Leadership with Dr. Zorka Karanxha: This course introduced me to instructional case studies, based either on a real situation (undisguised) or a fictionalized scenario, used to explore the interests and ethical decisions faced by multiple characters. The other students in the course were just beginning their doctoral studies in Education Leadership; I had assumed that meant all were teachers intending to become principals or other administrators. Not so; two students were staff members in other departments and were planning to use their degrees in administrative areas within the university. Papers produced in this course included an undisguised case study (with another student) titled "Science Experiment Bombs: An Undisguised Case Study on Media Influence on Local Decision-Making Processes" and a reflective essay, "Doing What is Right in Whose Eyes?," in response to Nel Noddings' (2013) thoughts on the ethics of caring.
As part of this course, I led a class discussion on an article about the meaning of the phrase "social justice" (Gewirtz, 2006). I had found Laurence Musgrove's Handmade Thinking strategies, introduced to me in the Literary Theory course (Spring, 2013) very useful in helping me distill complex language into its essential elements, and I wondered whether others would find it helpful, as well. I distributed copies of Musgrove's 21 Visual Formats to the class, asked the class to form partnerships of two, assigned each partnership a section of the article, and asked each partnership to express the main ideas of the article in visual form. As an example, I drew the introduction to the article in which Gewirtz claims research on the problem of social justice has been marginalized for a number of reasons. Each group spent some times discussing and devising, then drew their visualization on the board, explaining it as they drew. We then discussed the article and made adjustments to the drawings as the discussion progressed. To me, this part was even more valuable than the initial drawing as we were physically reconceptualizing what we thought we had read and what we thought we had understood about what we had read. Gewirtz, S. (2006). Post-welfarism and the reconstruction of teachers' work in the UK. Journal of Education Policy, 12(4), 217-231. Link: http://dx.doi.org/10.1080/0268093970120402 |
|
|
Florida reading association conference
Paper Presented at Florida Reading Association, Orlando FL, October 2014: During the Spring of 2014, I mentored Geornesia Moses as she conducted research about strategies for teaching writing to kinesthetic learners. Over the summer, we worked together to turn the literature review into a hands-on workshop for teachers:
Writing Strategies for Kinesthetic Learners: Writing as a Holistic Activity Involving Whole-body Communication
Geornesia Moses, 3rd Grade Teacher, Hillsborough County
Anne W. Anderson, University of South Florida – Tampa
Linked below is the program from the Florida Reading Association Conference. Please see p. 32. Also linked below is the handout we distributed to attendees.
Writing Strategies for Kinesthetic Learners: Writing as a Holistic Activity Involving Whole-body Communication
Geornesia Moses, 3rd Grade Teacher, Hillsborough County
Anne W. Anderson, University of South Florida – Tampa
Linked below is the program from the Florida Reading Association Conference. Please see p. 32. Also linked below is the handout we distributed to attendees.
|
|
Other proposals submitted, but not accepted, and conferences attended during Fall 2014:
- South Atlantic MLA (SAMLA): Submitted to the Women’s Studies Panel Session II / "Disenchanted: Disney, The Moon-Spinners, and The Year I Was Ugly"
- Literacy Research Association (LRA): Submitted "Recognizing Hidden Literacies: Using Imagined Worlds to Expand Literacy Conversations Beyond Reading and Writing" and, with Margaret Branscombe, "Bubbling-‐In Checklists: Using Ethnodrama and Embodied Discourse to Discuss Assessing Teacher Candidates’ Professional Dispositions." Neither was accepted, but I attended the conference anyway (December 2014, Marcos Island, FL).
|
|
preserviceteacherdispositionsassessments.pdf | |
File Size: | 60 kb |
File Type: |
SPRING 2015
JoLLE (Journal of Language & Literacy Education) Conference
Papers presented at JoLLE Conference, Athens GA, February 2015: During the Ethics in Leadership course, which I took in the Fall of 2014, I met Tara Nkrumah, a science coach at a Tampa middle school. Part of the case study she and a partner presented took the form of a memoir, and I knew Margaret Branscombe also was writing an autoethnographic narrative as part of her dissertation. The three of us combined our work -- mine being an excerpt from the proposal I had submitted to SAMLA (see above) -- and presented it at JoLLE (Journal of Language & Literacy Education). Titled " Blocked at the Threshold: Three Stories of Identity and Participatory Education," we presented this in a CREATE hands-on workshop session where we led participants in exploring labels (headlines and poetry) and how we can transform them (tableaux).
I also presented, in two roundtable sessions, " Parents as Disembodied Outcasts in Literacy Education? Blocked, Barred, and Battered by Discourse: An Exploratory Study," during which participants acted in a short play.
Other proposals submitted but not accepted during Spring 2015:
Modern Language Association (MLA): Submitted "Conceptualizing Hidden Literacies: Using Imagined Worlds to Expand Literacy Conversations Beyond Reading and Writing" with Melanie Griffin. Submitted to the new Literacy Studies forum for the 2016 conference.
Modern Language Association (MLA): Submitted "Conceptualizing Hidden Literacies: Using Imagined Worlds to Expand Literacy Conversations Beyond Reading and Writing" with Melanie Griffin. Submitted to the new Literacy Studies forum for the 2016 conference.