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Staging a Life Lesson : Sanctum a Fluidic Process to Teaching Life Skills

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Staging a Life Lesson : Sanctum a Fluidic Process to Teaching Life Skills Bangor University DOCTOR OF PHILOSOPHY Staging a life lesson : sanctum a fluidic process to teaching life skills Chalk, Annabel Award date: 2011 Awarding institution: Bangor University Link to publication General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 29. Sep. 2021 Staging a Life Lesson Sanctum a fluidic process to teaching life skills Annabel Mary Chalk Submission for award of Ph.D Prifysgol Bangor University 2011 Staging a Life Lesson 1 ABSTRACT: STAGING A LIFE LESSON This thesis investigates how drama and the creative arts can be used to augment current pastoral provision in secondary schools, helping to raise a student’s awareness of personal, social and health issues through creating a safe, open, enactive space for creative play. The Labour government’s aim was to make the life skills lessons part of the compulsory curriculum for 2011, but they were required to downsize the legislation to get it through Parliament before the general election. In response to a need identified during my teaching in schools, I have devised, through practice, a creative-performative pedagogy to teach aspects of a pastoral programme. The pedagogy is informed by theories of drama and creativity, making use of concepts, metaphors and symbols from religions, cultures and science. This thesis presents a critical overview of the theatre practitioners, scholars, religions, trans-and inter-cultural influences, which have contributed to the evolution of the pedagogy and its process. The pastoral care system in schools will be overviewed, including concerns regarding the status of pastoral education and its teaching in secondary schools. The shortcomings in the pastoral system will be outlined, along with suggestions for effective classroom practice and methods for assessment. The role of spirituality is investigated with the way which the pedagogy has been shaped by some of the pastoral elements found in communities of faith. The thought process linked to a certain element in a particular religion will be focused on, fostering a spiritual dimension to the practice. The thesis gives an account of how the pedagogy was used in schools but does not propose that this is necessarily best practice to explore issues. However, such a pedagogy can help to raise a student’s awareness of the issue explored and improve a learner’s self-confidence. Suggestions are presented as to how to develop pastoral education in the future with opportunities for international collaboration. Staging a Life Lesson 2 CONTENTS Staging a Life Lesson .................................................................................................................. 1 Abstract ...................................................................................................................................... 2 Contents ..................................................................................................................................... 3 Acknowledgements .................................................................................................................... 4 Preface: Introduction & Thesis Overview ................................................................................ 12 Chapter One: Pastoral Care in Context .................................................................................... 43 Chapter Two: Overview of Pastoral Education in Secondary Schools ................................... 104 Chapter Three: Theatre Influences ........................................................................................ 185 Chapter Four: Sanctum .......................................................................................................... 236 Chapter Five: Intrinsic Reflections ......................................................................................... 353 Conclusion: Unfinished .......................................................................................................... 407 Bibliography ........................................................................................................................... 415 Appendices ............................................................................................................................. 457 Staging a Life Lesson 3 ACKNOWLEDGEMENTS In loving memory of my mother, Moira Lloyd Lewis, 1937-2009. Dedicated to all the children, young people and families who have participated in my practice and without whom this pedagogy would not have evolved. For my sons, Jasper and Marcus, who have taught me more about life, friendships, love and education than they will ever know with all my love and thanks xx and my father, Howell Lewis, for all his love and support. Dr. Eben Muse, Bangor University, Supervisor October 2010-October 2011 without whom I would not be writing this page. Thank you for the academic rigour, all the challenging tutorials, dialogue on new literature, further insights into my own practice and improving my IT skills. Thank you for understanding my practice and for continual support throughout the year of study with you. Professor Graeme Harper, Bangor University, Supervisor September 2007-June 2010 without whom I would not have studied for a Ph.D. Thank you for all the knowledge, insight encouragement and vast amounts of literature. Thank you for the hours spent discussing practice, research and creative concepts for projects and for the valuable introductions to other professors around the globe helping to develop my thinking. Most of all thank you for the opportunity to become your colleague at Bangor University and to work with you and share your vision on a creative project. Professor Allan Owens, University of Chester, Colleague without whom I would not have the opportunity to teach and co-ordinate Critical Practice in Applied Drama, on the MA Education programme at the University of Chester. It is a wonderful experience to share our practices and research together. Thank you for all the new knowledge and trans-and inter-cultural connections with professors at the University of Tokyo and in Europe. Being your co-facilitator has stimulated greater insight into my own practice. Thank you for the continual encouragement and support. Professor Scott Meyer, University of Montevallo, Alabama, USA, Collaborator Thank you for all the conversations regarding practice via many e-mails. It has been a privilege to acquire so much knowledge and insight from your own practice which has helped my thinking. Thanks for that great collaboration. Staging a Life Lesson 4 Phil Watson, University of Greenwich School of Architecture, London, Collaborator Thank you for all your encouragement, continual support, introduction to new knowledge and for challenging and stretching my thinking. Thanks for all those ‘thought forums’ which at times have really given me a headache! Dr. Astrid Ensslin, Bangor University, Director of Graduate Studies. Thank you for chairing a most productive and positive S(upervisory) C(ommittee) M(eeting) in December 2010 and for the opportunity to read your research. Dr. Ioan ap Dewi, Bangor University. Thank you for all your support and advice. Dr. John Lloyd, Policy Advisor, PSHE Association. Thank you for your support, valuable correspondence and the opportunity to read your thesis. John Dillon, PSHE Association. Thank you for the valuable correspondence and links. Martin Buciewicz, Chief Executive of Tacade. Thank you for the excellent training day and discussions. Chowdhury Mueen-Uddin, Director of Muslim Spiritual care provision in the UK National Health Service, a member of Multi-Faith Group for Health Care Chaplaincy, trustee of Muslim Aid, Vice Chairman of East London Muslim Centre. Thank you for taking the time to talk to me and sharing your valuable insights. It has been a privilege. Phil McTague, Head teacher Eirias High School Colwyn Bay. Thank you for meeting with me on several occasions. It has been such a valuable experience talking and sharing ideas with you. Wendy Ostler, Healthy Schools Co-ordinator for Conwy LEA, and Dave Evans, Project Manager, Crimebeat. Thank you for the funding, support and encouragement to lead the Think Before You Drink campaign. Staging a Life Lesson 5 Schools. Thank you to all the staff and children at the schools where I have practiced, especially Croesyceiliog School. Without them I would not have had the opportunity to experiment through practice. Aled Jones Williams, Dramatist. Thank you for the inspirational creative writing for the theatre workshop which you led at Bangor University. This helped to develop my thinking further. Eileen Tilley and John Wright, Bangor University. The dynamic duo! Thank you for your excellent teaching in the module Information Searching Skills and for all your support and encouragement. Vashti Zarach, Bangor
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