Rachael Jacobs, Robyn Ewing, Juliana M. Saxton and Carole Miller: Embracing tyrannies?: Critical moments and challenging paradigms in drama assessment

Assessment is often thought to be the enemy of creativity, with its tyrannical hold over teaching and learning, and its friends ‘quality assurance’ and ‘accountability’. Yet in educational spaces, drama assessment must take place

Assessment is often thought to be the enemy of creativity, with its tyrannical hold over teaching and learning, and its friends ‘quality assurance’ and ‘accountability’. Yet in educational spaces, drama assessment must take place. Further to that, it must find its place facilitating creative work and upholding the integrity of the artform. This panel presents four snapshots of practice in which assessment has been successful in bridging the distance between the ethereal experiences of drama and the communication of its values and driving agendas.

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Rachael Jacobs:
A lecturer in Creative Arts Education at Western Sydney University, current Director of Research for Drama Australia, a community activist, a freelance writer, practicing dancer and choreographer.

Juliana Saxton and Carole Miller:
Professors Emerti at the University of Victoria. They have been co- publishing, researching and teaching nationally and internationally for over 25 years. They chaired IDIERI 2 in 1997 and have presented at all Institutes.

Robyn Ewing AM:
Professor of Teacher Education and the Arts, University of Sydney. She has worked in partnership with Sydney Theatre Company on the teacher professional learning program School Drama since 2009. Robyn is a council member of the Australian Film, Television and Radio School (AFTRS), an Honorary Associate with Sydney Theatre, Board member of WestWords and Visiting Scholar at Barking Gecko Theatre.

Chris Blois-Brooke (Founder & Director)
An Applied Theatre Practitioner with experience in international Drama Education, Community Theatre and Theatre for Development, Chris’ ongoing research interests centre around the documentation of Community Performance practice for the purposes of monitoring & evaluation, advocacy and training. Recent projects include facilitating participatory documentation of Community Circus, Dance, Theatre and Storytelling practice in Ethiopia, South Africa and Zambia, documenting large conferences around the world, as well as conducting Impact Assessment studies for organisations in the UK and USA. His other work includes Arts-based Curriculum Development consultancy, as well as authoring other Evaluative Research projects.