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Challenges Associated with Assessing Teaching Delivery in an Embodied, Experiential and Expressive Learning Environment

Performance Practice Training and PRO-Teaching

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Teaching for Learning and Learning for Teaching

Part of the book series: Professional Learning ((PROFL))

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Abstract

The peer review and observation of teaching (PRO-Teaching) discussed in this chapter is based on my facilitation of a professional studies introductory acting class for first semester first year students – Introduction to Performance Skills. I reflect on the PRO-Teaching model from a performance (theatre) technique delivery position that advocates the implementation of embodied experiential and instinctual behavioural practice as learning.

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Author information

Authors and Affiliations

  1. School of Education and Professional Studies, Griffith University, Australia

    Linda Hassall

Authors
  1. Linda Hassall
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Editor information

Editors and Affiliations

  1. Griffith University, Australia

    Christopher Klopper

  2. Griffith University, Australia

    Steve Drew

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© 2015 Sense Publishers

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Hassall, L. (2015). Challenges Associated with Assessing Teaching Delivery in an Embodied, Experiential and Expressive Learning Environment. In: Klopper, C., Drew, S. (eds) Teaching for Learning and Learning for Teaching. Professional Learning. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-289-9_9

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