Anthony Jackson – författare

In the two decades since the publication of the second edition, Learning Through Theatre has further established itself as an indispensable resource for scholars, practitioners and educators interested in the complex interrelations between teaching and learning, the performing arts, and society at large. Theatre in Education (TIE) has consistently been at the cutting edge of the ever-growing field of Applied Theatre; this comprehensively revised new edition makes an international case for why, and how, it will continue to shape ways in which the participatory arts contribute to the learning of young people (and increasingly, adults) in the 21st century.Drawing on the experiences and insights of theorists and practitioners from across the world, Learning Through Theatre shows how theatre can, and does, promote: participatory engagement; the use of innovative theatrical form; work with young people and adults in a range of educational settings; and social and personal change.Now transatlantically edited by Anthony Jackson and Chris Vine, Learning Through Theatre offers exhilarating new reflections on the book’s original aim: to define, describe and debate the salient features, and wider political context, of one of the most important – and radical – developments in contemporary theatre.

In the two decades since the publication of the second edition, Learning Through Theatre has further established itself as an indispensable resource for scholars, practitioners and educators interested in the complex interrelations between teaching and learning, the performing arts, and society at large. Theatre in Education (TIE) has consistently been at the cutting edge of the ever-growing field of Applied Theatre; this comprehensively revised new edition makes an international case for why, and how, it will continue to shape ways in which the participatory arts contribute to the learning of young people (and increasingly, adults) in the 21st century.Drawing on the experiences and insights of theorists and practitioners from across the world, Learning Through Theatre shows how theatre can, and does, promote: participatory engagement; the use of innovative theatrical form; work with young people and adults in a range of educational settings; and social and personal change.Now transatlantically edited by Anthony Jackson and Chris Vine, Learning Through Theatre offers exhilarating new reflections on the book’s original aim: to define, describe and debate the salient features, and wider political context, of one of the most important – and radical – developments in contemporary theatre.

This is an account of the origins, development and current state of the repertory theatre movement in Britain. The movement had its roots in ideas, experiments and traditions stretching back into the nineteenth century, and first found its voice in 1907 with Miss Horniman's company in Manchester. Since then it has played a vital - often a dominant - role in British twentieth-century theatre. As a method of theatre organisation, repertory refers to those theatres based primarily in the regions, housing a resident acting company and seeking to maintain each season a programme of plays catering for the tastes of the whole community. But the theory has never been dogmatic and the movement has evolved from a gamut of complex factors, not least the visions of particular personalities. Major landmarks in the history include the effects of the two World Wars, the advent of substantial state funding for the Arts, the growth of cinema and television and the renewal of theatre's link with the community in the form of such initiatives as Theatre- in-Education. The history concludes with a detailed study of six representative regional theatres: The Nottingham Playhouse; The Citizens' Theatre, Glasgow; The Salisbury Playhouse; The Victoria Theatre, Stoke; The Everyman, Liverpool; and The Royal Exchange, Manchester. Appendixes include a Chronology, sample repertory programmes from the period, audience attendance figures and some comparative statistics about funding. Interspersed through the text are photographs of selected theatre exteriors, auditoria, stages and productions.

This book is a study of theatre's educational role during the 20th and the first years of the 21st centuries. It examines the variety of ways the theatre's educational potential has been harnessed and theorised, the claims made for its value and the tension bettween theatre as education and theatre as 'art': between theatre's aesthetic dimenstion and the 'utilitarian' or 'instrumental' role for which it has so often been pressed into service.Following a preliminary discussion of some key theoretical approaches to aesthetics, dramatic art and learning and, above all, the relationships between them, the study is organised into two broad chronological periods: early developments in European and American theatre up to the end of World War II, and participatory theatre and education since World War II. Within each period, a cluster of key themes is introduced and then re-visited and examined through a number of specific examples - seen within their cultural contexts - in subsequent chapters. Topics covered include an early use of theatre to campaign for prison reform; workers' theatre, agit-prop and American living newspapers in the 1930s; theatre's response to the dropping of the atom bomb in 1945; post-war theatre in education; theatre in prisons; and the use of performance in historic sites.

This book is a study of theatre's educational role during the 20th and the first years of the 21st centuries. It examines the variety of ways the theatre's educational potential has been harnessed and theorised, the claims made for its value and the tension bettween theatre as education and theatre as 'art': between theatre's aesthetic dimenstion and the 'utilitarian' or 'instrumental' role for which it has so often been pressed into service.Following a preliminary discussion of some key theoretical approaches to aesthetics, dramatic art and learning and, above all, the relationships between them, the study is organised into two broad chronological periods: early developments in European and American theatre up to the end of World War II, and participatory theatre and education since World War II. Within each period, a cluster of key themes is introduced and then re-visited and examined through a number of specific examples - seen within their cultural contexts - in subsequent chapters. Topics covered include an early use of theatre to campaign for prison reform; workers' theatre, agit-prop and American living newspapers in the 1930s; theatre's response to the dropping of the atom bomb in 1945; post-war theatre in education; theatre in prisons; and the use of performance in historic sites.

Performing Heritage is the first book to bring together the range of voices, debates and practices that constitute the fields of museum theatre and live interpretation. Inspiring and challenging in its scope and level of debate, Performing Heritage crosses the disciplines of performance and museum/heritage studies and offers remarkable and timely insights into the processes, outcomes and potential of this rich and rapidly developing practice - and in a variety of international contexts. The book productively brings together academic research and professional practice, and will be essential reading for all those interested in, and concerned with the future of, ‘heritage’ and its interpretation.

The history of British architecture since 1930 has been one of frequently heated controversy between the old idiom and the new and between various social and technological viewpoints. The battle is by no means over; indeed it is spreading to wider issues and outside what was previously a largely professional sphere. A book like this one, which spells out the issues and describes how they arose, is therefore of interest not only to architects and students of architecture but to the growing general public concerned about the man-made environment.Professor Jackson looks at the buildings of the period as the products of peculiar sets of circumstances, as works of art and in terms of what their designers were trying to achieve. And since there is much worth studying in the critical zone that separates architectural claims and hopes from social and aesthetic reality, this book offers both essential background material and a fascinating narrative that will in itself be a subject of controversy.