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'It is important that the theatre theorist selected has made a significant contribution to theatre and that their theories are documented and publicly available. Published or recorded material of the theorist’s actual words communicating their theatre theory must exist.' DP Theatre Guide p.34 Supporting the creative process
Solo performers rarely work in isolation. During the rehearsal and development process for this task students are permitted to seek support and feedback from peer “mentors” (and in turn the student may work in the role of mentor for others). The role of the peer mentor should be to ask questions and to challenge the student to be clearer in the formulation, development and expression of their creative ideas. This may involve question and answer sessions, support with learning lines, gaining feedback on extracts of the theatre piece and other structured coaching activities. Key interactions with peer mentors must be clearly recorded in the theatre journal and addressed in the report where the student must reflect on how this support has impacted the development of their piece. DP Theatre Guide, p.36 |
'Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theatre and life skills; the building of confidence, creativity and working collaboratively.'
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