(Re)directing a university storytelling troupe for at-risk elementary students for course credit: a story of embodied empathy, literacy, and personal transformation. Issue 2 (2nd April 2020)

• Record Type: Journal Article
• Authors: Scott, Julie-Ann
• Is Part Of: Text and performance quarterly. Volume 40:Issue 2(2020)
• Page Start: 170
• Page End: 186
• Publication Date: 2020-04-02
• Subjects: Literary adaptation -- performance pedagogy -- performance ensemble -- children's storytelling -- children's literature; Oral communication -- Periodicals; Literature -- History and criticism -- Periodicals; 302.224205
• DOI: 10.1080/10462937.2019.1691742
• Languages: English
• ISSNs: 1046-2937

Abstract

ABSTRACT: This essay maps a professor/director's experience designing and leading a university storytelling troupe that performs for children in local Title 1 elementary schools for course credit. The director begins by applying performance ethnographic and personal narrative research methodology to redesign the course to meet the needs of at-risk children and then explains the process through which the students in the open-enrollment troupe select and adapt literature that is appropriate and meaningful for their audience. The pedagogical and artistic learning objectives seek to foster human connection, understanding, empathy, and equity through a series of well-crafted solo-shows adapted from children's literature.