Susan Davis

Susan Davis
Central Queensland University · School of Education and the Arts

PhD

About

53
Publications
25,854
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272
Citations
Citations since 2017
17 Research Items
215 Citations
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Publications

Publications (53)
Article
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Many educators have long understood that affective, social and experiential components impact on learning and in particular on longer lasting, meaningful learning. To further understand the dimensions of such experience and how this phenomenon may be understood, cultivated and researched, the concept of perezhivanie is being revitalised and interro...
Article
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Dorothy Heathcote’s work was centred on using drama to make learning meaningful and focused on things that ‘matter’. She developed models and approaches that encouraged teachers to structure purposeful and relevant learning experiences through careful planning, framing, enactment and reflection. One such strategy was that of Rolling Role. This mode...
Article
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Educational rhetoric often includes calls for teachers to promote creativity in the classroom. The concept of creativity is not often unpacked or explored, especially in relation to specific curriculum areas. This article seeks to explore what creativity in drama might mean, drawing on relevant literature and research with secondary drama students....
Article
Simulation learning in nursing has long made use of mannequins, standardized actors and role play to allow students opportunity to practice technical body-care skills and interventions. Even though numerous strategies have been developed to mimic or amplify clinical situations, a common problem that is difficult to overcome in even the most well-ex...
Article
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Artists and educators who work with young people are often under pressure to consider ways to embrace the use of digital technologies in their practice and classrooms. Drama educators are faced with a number of opportunities and dilemmas as they move to adopt a greater technology focus. This article will outline some findings from international res...
Article
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The COVID-19 pandemic jolted teachers to the front line of complex, under resourced negotiation of quality distance learning, whilst also being key communicators with students and families about how to be COVID safe. Media reports debated preschool and school closures and child safety, but scarcely considered teachers. Motivated by the silencing of...
Article
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As countries moved to halt the spread of the COVID 19 pandemic in 2020 access to physical sites of learning was restricted, so teachers across diverse educational contexts were required to rapidly embrace different modes and combinations of delivery. With a desire to profile the voices of teacher experience, a number of educational researchers init...
Article
As the COVID 19 pandemic spread globally, the experiences of loss were compounded by personal loss. Through this time of collective and individual grieving I set out to “traverse” the experience and figure my “perezhivanie” or lived emotional experience, through the materiality of mark making and entanglements with people, place, and art making. Ar...
Article
Changing people’s hearts and minds requires courage, conviction and creativity. To change attitudes and reach the public consciousness, a diverse range of communicative and cultural tools need to be employed. Australian artist and conservationist Kathleen McArthur rose to the challenge using all the forms that were available to her. Working with ot...
Chapter
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What are the particular strengths and affordances for realising and cultivating creativity through drama and how do creativity processes work? This chapter investigates the creative system, feedback and interactions from a drama project involving young people in a performance-making program. The understandings that informed the work and analysis dr...
Research
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Wild/flower Women II – Art, Environment and Activism takes its inspiration from Kathleen McArthur, a wild and passionate wildflower woman whose art and activism was fuelled by her deep love of the landscapes and life forms of our country. Her work can be seen as being situated within a long history of women caring for country through artistry, incl...
Article
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This case study reports on an arts-based project called “Tree-Mappa,” one that sought to engage primary-school children in learning about their local environment through significant trees. Pedagogical approaches featured the use of arts-based strategies as the means for activating cognitive and affective responses and learning. The frame for analys...
Article
The creation of scripts and performances from, as, and for sharing research has gained increasing credibility in the overlapping realms of applied theatre, performance studies, drama education and arts-based research. The resulting scripts can be used to inform learning processes, share data with research participants and be shaped into performativ...
Article
The processes and pedagogies for promoting creativity and creative thinking are often described as problem-based and inquiry learning. ‘Generic’ design processes such as ‘design thinking’ are also proposed as being somehow common to creative process. However, most of these models arose from graphic design and visual arts traditions, so do these mod...
Article
This work begins to explore a new story and encounter, and also examines the practice of scriptwriting as a creative practice, as creative writing and research. In particular this work investigates the interactive process of creating, representing multiple voices from historical texts, archival research, the researcher, the writer, the characters a...
Chapter
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The vexed questions of whether and how creativity can be taught while grappling with the constraints and parameters for learning and assessment are relevant for those charged with educating teachers, as well as for teachers in schools. This chapter focuses on the creation of mandated assessment tasks, designed to promote creative learning in teache...
Article
As creative economies and industries continue to impact emerging markets and cultural conversations, creative education seems no more central to these conversations than it was a decade ago. Two recent Creativity Summitsmarked a collaborativemilestone in the global conversation about creative teaching, learning, ecologies and partnerships, signalin...
Article
Australian and international research has identified that many generalist teachers have limited confidence and experience in teaching the Arts in the early years of schooling and education. There is also a significant gap in the provision of quality professional learning programs for teachers. Research has identified that appropriate training and p...
Article
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The relationship between experience, emotions, cognition, and learning is of increasing interest to educators and researchers who recognise that efforts to promote student engagement and learning must take into account factors beyond the purely cognitive and instrumental. The significance of experience considered as a unity in regard to child devel...
Book
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This book presents research and practice which revitalises Heathcote's 'Rolling Role', an innovative trans-disciplinary model which connects the work of multiple classes to engage in collaborative imaginative work. The original model was developed by legendary teacher Dorothy Heathcote, an educational innovator who gained international fame for her...
Book
This book presents research and practice which revitalises Heathcote’s ‘Rolling Role’, an innovative trans-disciplinary model which connects the work of multiple classes to engage in collaborative imaginative work. The original model was developed by legendary teacher Dorothy Heathcote, an educational innovator who gained international fame for her...
Chapter
As Heathcote believed over two decades ago, many educators today still believe we need to find new keys, new ways of working and thinking, to make learning engaging for students and change the dominant modes of teaching in classrooms. While each generation needs to rediscover what might work for them, the journey of researching this book, and hopef...
Chapter
This chapter now turns to the reinvention of Rolling Role and a practical experiment in repurposing it using digital technologies. The context for this case study was an international project involving drama education researchers, secondary school drama teachers and 14–17 year old students. The project, which became known as The Water Reckoning, wa...
Chapter
There is much to be gained from delving into the practice of expert teachers, not to attempt to mimic their actions, but to reflect upon what might resonate and be relevant in our own classrooms or workshop spaces. Fortunately much of Heathcote’s practice and thinking has been captured and so it is possible to glean valuable understandings from rev...
Article
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The battle to maintain the inclusion of drama within the curriculum appears to be never-ending, but targeted strategies and arguments for drama's inclusion may need to be revisited and recalibrated. The important role of professional learning communities and activist communities of practice are identified as being integral to supporting sustainable...
Article
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In seeking to embrace new opportunities for learning in a digital age, what can be learnt from what has gone on before? Ideas about learning as proposed by revolutionary thinkers Dorothy Heathcote and Lev Vygotsky emerged from different eras and discipline areas. However, there are similar concerns identifiable in the writings of both. The question...
Article
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Feedback and reflective processes play an important role in learning with both teachers and students required to play active roles. The importance of feedback processes and practices takes on an added dimension in the field of teacher education as the assessment and feedback processes are also professional practices that students themselves will be...
Book
Dramatic Interactions in Education draws together contemporary sociocultural research across drama and educational contents to draw out implications for researchers and practitioners both within and outside the field. Drama is a field for which human interactions, experience, emotional expression, and attitude are central, with those in non-arts fi...
Chapter
This chapter outlines the development and learning that emerged from research, which explored student learning and creative practice using Information and Communications Technologies (ICTs) in a secondary school Drama education context. Drawing on Vygotskian theoretical frames and more specifically Cultural-Historical Activity Theory (CHAT) and the...
Chapter
In the Introduction, the reader is given an insight into the rationale, overarching themes, and critical discussions of the book. Particular attention is given to Vygotsky's own concern with creativity, play, and the work of the actor, feeding into his psychological work on child development. The chapter outlines the key concepts and developments i...
Chapter
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The proliferation of learning opportunities in an increasingly competitive landscape populated by MOOCs (Massive Open Online Courses), billions of websites and rich interactive digital content mean people can learn ‘virtually’ anything they like, wherever and whenever they like. This raises questions about the nature of the teacher’s role in the co...
Chapter
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The majority of published learning resources and textbooks are to some degree ‘complete’ in the selection, arrangement and publication of their content and realized in a final published form. While open to interpretation and various means of implementation and enactment, there are limitations to the degree that they may be rewritten in each learnin...
Article
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The hosting of the Balance-Unbalance 2013 International Conference in a UNESCO designated Biosphere Reserve was seen as a strategic opportunity to align the objectives and activities of Biosphere Reserves to the aspirations of Balance-Unbalance.
Chapter
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The Water Reckoning project was initiated to involve young people, teachers and academics in a creative project, which drew on Dorothy Heathcote’s philosophy and strategies, in particular that of Rolling Role. The idea for the project began at IDIERI 7 when Pam Bowell proposed the initiation of an international collaboration that would focus on rev...
Article
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This work uses the creative nonfiction form of a dramatic script to explore the story of Eliza Fraser and a woman’s relationship to place. Using questions of relevance to the contemporary explorer juxtaposed with the documented history of Eliza Fraser’s experiences after a shipwreck in 1836, documentary evidence and place-based research were transf...
Article
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This article explores key aspects of the life and works of Dorothy Heathcote, a cultural innovator and ‘shape-shifter’ within the realms of drama and education. In the wake of her passing, it is timely to reflect upon her life and work and to contribute to interpreting her legacy. This is one of two articles that focus on the work of Dorothy Heathc...
Article
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John Carroll was one of the foundational members of the drama education community in Australia, a creative innovator who could perhaps be called a dramatic engineer. Through his work with legendary teacher Dorothy Heathcote, Carroll found the focus for combining his diverse interests in science, the arts and education, leading to research and key d...
Chapter
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http://www.playlab.org.au/index.php/publications/shop/in-beauty-it-is-finished-by-george-landen-dann-detail
Article
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Much of the discussion about the incorporation of technologies and mediatised components into performance has focused on the concept of liveness. This often leads to competing claims about the relative power of live versus mediatised performance and is not necessarily helpful for understanding the scope of opportunities now available for drama and...
Article
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Education and learning systems are complex and fluid environments with multiple players and perspectives. Conducting research within natural settings in these contexts involves both a focus on a manageable unit or site while still recognising the complex contextual environment. To understand change and development in these types of settings, Activi...
Article
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Twenty-one years ago Brad Haseman and John O'Toole sought to provide drama educators and their students with a book and a framework that clearly identified the key building blocks for the artform of drama. In their book Dramawise they presented a model for the elements of drama and proposed that these elements could be found in all dramas-from proc...
Article
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In an era where what we make with our minds is of growing importance economically, the way that we generate new and creative ideas is the focus of educational and economic think tanks across the globe. It's important therefore for educators to be able to articulate what it is that we do that supports creativity in a digital age. In the past, many A...
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What is cyberdrama and how can one create drama to be experienced through a fully mediated form on the Internet? This was one of the questions that underpinned the process for creating the cyberdrama www.cleo-missing.com in 2005. This article explores definitions of cyberdrama and outlines the possible elements of cyberdrama. It also focuses on how...
Article
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What kinds of engagement might be possible for young people through cyberdrama? This was one of the questions that underpinned the process for creating the cyberdrama www.cleo-missing.com, a drama that was created to be experienced through a fully mediated form on the internet. This article explores the concepts of engagement, aesthetic engagement...
Article
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What kinds of engagement might be possible for young people through the creation and experience of a cyberdrama? How do you create a cyberdrama? These were the questions that underpinned the process for creating the cyberdrama www.cleo-missing.com – a drama that was created to be experienced through a fully mediated form on the Internet. The backgr...

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Projects

Projects (6)
Project
https://survey.syd1.qualtrics.com/jfe/form/SV_e4gxDR6vO7veA73 This project seeks to understand lived experiences of teaching and learning in COVID-19 times through qualitative survey-based methodology. The team are interested in how teachers are making sense of the COVID-19 restrictions on teaching and learning practices, and how their understandings influence their practices. We have designed a survey with open-ended questions for participants to share the stories of how they are navigating the drastically changed teaching and learning context. The survey opened on May 4, 2020 while most countries in the survey engaged in home-based learning. There have been 621 responses to date. Educators came from early childhood education through to school and university. Of these, 179 are from Australian teachers, with 65% having over 21 years teaching experience, from which this article reports. We encourage anyone who would like to respond to engage with the survey at the top of this section. Preliminary results have been published at: https://theconversation.com/exhausted-beyond-measure-what-teachers-are-saying-about-covid-19-and-the-disruption-to-education-143601