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Evidence 9: TQI Professional Learning Summary 2021 (and completed units of Masters)

(1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 2.2, 2.4, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 4.1, 4.4, 6.1, 6.2, 6.3, 6.4)

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My attached professional learning summary for 2021 shows evidence of four Professional Learning opportunities for 2021. Through the Daramalan Context I attended the accredited PL for; Growth for our Diverse Learners (1.1, 1.2, 1.5, 2.1, 2.2, 3.1, 3.2, 3.3, 3.5, 3.6, 4.1, 4.4, 6.3), Mental Health and Wellbeing for Staff and Students in Educational Settings (1.1, 1.6, 4.1, 6.1, 6.3), and Staff Wellbeing (6.1, 6.3). My Teacher Identified hours included ten hours of Formal Academic Study for working towards attaining my Master of Theatre and Performance through the University of New England (2.1, 2.2, 2.4, 2.5, 2.6, 3.4, 6.1, 6.2, 6.3, 6.4). 

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Across this year I have been applying myself to my Masters with academic and creative rigor. My masters disertation topic unpacks theatrical form when dealing with narratives of trauma- and for my final work I will be directing Gordon Graham's The Boys for new venue ACT Hub (after a successful pitch to the four companies involved: Everyman Theatre, Chaika Productions, Free Rain Theatre and Mockingbird Productions). I pitched the work under my new production company; Alchemy Artistic- a new and innovative physical theatre company (https://www.acthub.com.au/hub-too). 

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These opportunities are afforded to me for several reasons- the first being my strong collaborative network as a professional theatre maker, director and performer, with a career spanning 25 years. I also have industry level knowledge for pitches, building partnerships and forging theatrical opportunities- a huge asset to the Daramalan team as we head towards our own theatrical venue in 2023. I myself have performed in over seventy productions and continue to work as a professional, community and emerging artist on a regular basis. This year I completed core units through the University of New England which I have integrated into my Daramalan units.

 

My successful year 9 unit, for example, was richly complemented with various theatrical resources- discovered across my own course work and adapted to suit the cohort and address the curriculum requirements. A unit I attained a High Distinction in was Minorities and Majorities in Australian Theatre- which armed me with rich source material for a students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Each of the works studied held a minority focus and the study of these works has helped me find suitable material for students who identify as non binary, transgender, LGBTQI+, non catholic and to offer alternative views on socioeconomic background (1.3). The teaching strategy that I employ is to discover what student resources will be of value to different students and to arm myself with source material that will help cement a topic for them. In my year 9 cohort I have a wide range of students from diverse cultural backgrounds (South African, Pilipino, Sri Lankin), who assist family members with a disability and who fit on the varied LGBTQI+ spectrum. Strategically allowing for other viewpoints to be examined through theatre, fosters the seeds for a strong self of self as students move into adulthood. 

 

I am a lifelong learner and relish in the opportunity to share in circular knowledge to improve my skillset and offer more in my school context. I am a regular participant in play readings and readings of new works and I participate in multiple professional development courses. I also run them, running two courses for the ARTS Up Front Professional Development- both entitleD Musical Theatre BOOTCAMP. 

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