Title
PhD Candidate
Supervisor
Dimitra Pasiou
Martha Katsaridou
Delving into the theoretical background of the forms of Applied Theatre, particularly those concerning the social dimension of theater and linking them to conclusions drawn from social research conducted on the behavior, needs, and daily life of children in care centers, the aim of the doctoral thesis is the social empowerment of underage children at the Orphanage of Volos through the utilization of theater. This is an action research, which on the one hand is offered for small research groups, such as the group of children at the Orphanage of Volos, and on the other hand has the ultimate goal of improving or changing daily practice, which positively affects the individuals involved in the teaching practice. Before the main research is conducted, a pilot implementation has been scheduled with the aim of substantial contact with the members of the group and the exploration of their real desires, concerns, and needs. The research findings of the thesis aspire to be an important step towards further exploring the contribution of theater to vulnerable social groups, such as children in care centers, as relevant research is limited in Greece.
Aikaterini Chatzigeorgiou
Martha Katsaridou
Τhe doctoral thesis attempts to investigate the contribution of Applied Theater forms to the transformation of perceptions and the empowerment of a group of our homeless fellow citizens, through the lens of Mezirow’s transformative learning theory and Freire’s critical reflection, which are important pillars in education of adults. Common ground of the two theories is the reexamination, redefining and revision of ingrained perceptions of the group under investigation that can lead to inductive changes and taking action to strengthen them. At the same time, the various forms of Applied Theater through the multifaceted utilization of theater and drama codes aim at personal and social change, i.e. the improvement of self, community and society. Through the spiral process of the research-action methodology chosen in this thesis and which is to be carried out in the Homeless Hostel of the city of Volos, it is investigated (a) whether and to what extent the theater can offer a safe field of deposit and expression of the personal experiences, feelings and values and (b) whether it can empower and enhance the social integration of group members through self-reflection and self-redefinition.
Effrosyni Koutsogianni
Martha Katsaridou
The main aim of the PhD dissertation is to study, both in theory and practice, museums as educational and cultural commons, focusing on the ideas of participation, active citizenship of individuals and communities, the social role and the democratization of museums
Elena Viseri
Niki Nikonanou
The thesis focused on exploring museum theater. In particular it explored the variety of approaches it has adopted since its birth as well as its multiple functions and perspectives in contemporary museum environments. Primary and secondary research was implemented. Specifically, extensive literature research was conducted in the fields of museology, theater studies and museum education as well as in theoretical approaches concerning the interpretation of cultural heritage, complemented by field research involving observation and analysis of museum theater applications and collection of data from museum professionals. Primary research included case studies that icluded the systematic and thorough examination regarding the production and reception of museum-theater. The research results proved that museum theatre can contribute to a dialogue between different cultures, when designed in order to engage the audience, taking into account the factors that influence its behaviour and perception of thetre techniques.Theater’ ‘flexibility’, the wealth of its expressive tools and its potential to ‘exhibit’ complex issues in a simple way can serve different learning needs and involve different social and age groups. Thereby it can facilitate visitors’ access to the museums’narrative and create a dialogical space in the museum. In addition, the museum theater can be just as effective in supporting the learning process that takes place in the museum environment. Nevertheless, it is important to note that the understanding of museum narratives, critical engagement and other parameters examined in this thesis, are not universal and inevitable results of a museum theater program. By contrast, they require a focused approach and a considerable amount of work from the part of the museum, the designer and the actors.In summary, the thesis confirmed previous research results, brought to light new findings concerning the nature of museum theater, the decisive role of the audience experience, the design and implementation requirements, and laid the foundation for further exploration of the field. According to the thesi’s findings museum theater can be a field that will broaden, diversify and will definitely affect the relationship of the museum with the visitors and thus with the community. The possibilities that have emerged are diverse and can contribute significantly to the enrichment of the visitors’ experience through the development of alternative museum narratives.
Fotini Venieri
Niki Nikonanou
Τhe purpose of this study was to investigate whether – and to what extent – there are differences in theexpression of historical thinking by students aged 12-13 and 15-16, studying material archeologicalremains of the past as historical sources in museum and school environments. For this purpose, students’historical thinking was examined in the following conditions: A) in two different environments: museumand school, and B) while working with material archaeological remains presented in three different ways:as physical objects, in the form of printed representations and in the form of digital representations. Inaddition, C) students’ perceptions about the two different environments and the three different forms ofrepresentation were examined.The theoretical and research background of this research was based on contemporary approaches tohistory education and, more specifically, on the “disciplinary approach” (Asbby, Lee & Shemilt, 2005.Lee, 2005. Seixas 2010. Asbby & Edwards, 2010. Lee, 2011. Shemilt, 2011). The interpretation ofstudents’ historical thinking while working with material archaeological remains relates to Nakou(Kriekouki-Nakou, 1996). The study of students’ perceptions about the two different environments –museum and school – and the three different forms or presenting material archaeological remains tookinto consideration the sociocultural approach (Wertsch, 1998. Barton, 2008).Based on the main research question, pilot (Ν=50 students) and empirical research was conducted duringthe school year 2009-2010, with the total sample of 189 high school students (12-13 year-old and 15-16year-old). In addition, 78 students, a part of the total sample, were interviewed in order to deepen our significance of the material remains studied; they referred to them in relation to their historical context onthe basis of the recollection and use of pre-existing historical knowledge or the use of the relevantinformation. Students expressed Interpretative historical thinking (the higher category of historicalthinking according to this Research relevant Category System) only in a comparative limited number oftheir responses, a result that seems to relate to their “traditional” education, according to which studentswere educated to reproduce the historical narrative of their school textbooks.However, the expression of Interpretative historical thinking in a number of students’ responses seems torelate to the historical or non-historical character of the questions and tasks and the type of the materialarchaeological remains studied. Parameters as students’ age and/or gender, and socio-cultural backgroundseem to have influenced the expression of historical thinking. The study of material remains as physicalobjects in the museum helped students express historical thinking, although they did not have anyprevious relevant educational experience or practice. Regarding students’ perceptions about the twodifferent environments and the three different forms of material remains representation findings indicatethat students consider that the study of material remains as physical objects in a museum environmentoffers many potentials such as the induction of historical perspective, the understanding of historical context, and the re-contextualization of remains in historical time and space.knowledge over students’ historical thinking and perceptions. Data were collected by students’ writtenresponses to a questionnaire, students’ oral responses during a semi-structured interview, and by theresearcher’s observation during the whole procedure. Data analysis was conducted by qualitative methods(content analysis).The findings showed that students, in most of their responses, seemed to have grasped the historic
Georgia Kouseri (ΜΑ)
Ειρήνη Νάκου
This study makes use of immigrants’ life stories as museum exhibits and educational material. The research was conducted in three different social and cultural contexts based on action research methodology approach, where children and parents participated either as co-researchers and co-creators of museum exhibitions or as visitors. It examines the impact of the collection and use of life stories on the relations formed between native children and children of immigrant background at the age of 5-7 and 11-12. It aims to highlight the importance of life stories in enhancing intercultural communication, developing intercultural competence and increasing self-esteem and emotional and cultural empathy among the native and immigrant children, who took part in the study. Important conclusions are drawn about the new social role of the museum or open space, where both native people and people of a different ethno-cultural identity could equally be involved in the negotiation and the construction of their cultural identity and local social history. Additionally, inferences are made in relation to school education and the development of critical social thinking, which constitutes a basic trait of an active citizen.
Maria Vlachaki(ΜΑ)
Irene Nakou
This study explored the phenomenon of the development of child-centered museums and to offer a deeper understanding of their organization and use, the ways in which children interact with the exhibition environment and the kind of experience they gain from their visit, by implementing the ecological-embodied epistemological paradigm. The empirical research consisted of two phases. During the preliminary phase museums that employ child-centered exhibition techniques in Greece were mapped, by using a questionnaire for those museums that have special spaces or child-centered arrangements within their main exhibition areas (a total of 199 museums responded), as well as by conducting site visits, interviews and bibliographical/web research for the child-centered museums that operate as autonomous entities. The main phase of the research was carried out in two Greek museums that were chosen as typical case-studies of child-centered museum environments: the Hellenic Children’s Museum, as an example of an autonomous child-centered organization, and the children’s wing of the Natural History Museum of Crete, as an example of a space specially designed for children within a general public museum. The research involved a total of 60 children 4-12 years old and 60 parents (30 children and their parents in each museum), plus 14 professionals of these two institutes.An innovative methodological approach was applied, based on the ecological theories of James Gibson’s affordances, Roger Barker’s behavior settings and Urie Bronfenbrenner’s nested systems, which enabled the examination of the phenomenon from the micro-systemic to the macro-systemic level. In regard to the case-studies, a variety of methods for the collection and analysis of the empirical data was utilized, such as observation, interviews and photography by the children themselves. These methods facilitated the elicitation of the museum’s perspective in relation to the rationale of its development, organization and function (promoted use of the exhibition environment), as well as the children’s perspective regarding the qualities of the exhibition environment that are personally meaningful to them (actual and preferred use). Findings showed that, despite the positive climate, there is little diffusion of child-centered techniques in the country’s museums and there is a need for better understanding of the characteristics of child-centered design. In this context, the thesis provides a useful body of information. The psycho-pedagogical qualities that emerged as important for children from all the methodological tools employed in the case-studies were organized around seven axes: embodied approach, symbolic and pragmatic qualities of objects, scaffolding to strengthen the interpretative skills, play, epistemic approach and social interaction. These axes correspond with several dimensions of the sense of place that children were found to derive from child-centered museums. Finally, the tripartite taxonomy of affordances, developed specifically for the museum environment, points to the structural and functional elements that are important to be enhanced, so that the effectivities of the visitor are supported by the exhibition environment.
Despoina Kalesopoulou
Niki Nikonanou
This doctoral thesis explores the potentialities offered by placing the intersections of sexual difference, gender, and sexuality in addition to race and class at the basis of devised and improvisational trans-disciplinary creative processes in the community. By placing improvisation at the heart of a series of trans-disciplinary creative workshops, this research attempts to challenge the self-contained individual and the objective-truth by underscoring intersubjectivity and corporeality. The trans-disciplinary nature of the workshops that will be designed and implemented, will lead to a series of extensive collaborations with self-defined female artists from the broader spectrum of performing and visual arts. Ultimately, it will not only be the culmination of the individual workshops in official and non-official performance opportunities for specific and non-specific audiences, the whole body of the creative process will lead to the construction of a hybrid creative platform dedicated to the representations and reworkings of gender in creative arts in the community through dissolving mind-body dualisms. This arts-based research, located in Athens, will combine methodologies and critiques from a range of different disciplines, such as philosophy, feminist aesthetics, music education, performing arts, and gender studies. Accordingly, I have been reviewing a diverse selection of literature and the work of performing artists to develop a critical framework for my artistic practice both as an enabler of collective transdisciplinary practices and as a performing artist. Arts theory and practice will complement each other throughout this research. Simultaneously, collecting, preserving, and utilising oral and written testimonies of the participants alongside with reflective journals will provide essential insights that will be vital for this topic. The findings and observations will influence the creative process that will be implemented during this research. Piecing together the different sources, both theoretical, ethnographic and artistic into a cohesive dissertation with substantial findings will contribute to the implementation of the trans-disciplinary hybrid creative platform described above.
Εvi Νakou
Panagiotis Kanellopoulos
The doctoral dissertation attempts to explore a series of questions concerning the relationship between art, creation and pedagogy, through the study of the artistic practices of three musicians: Dimitra Trypani, Eva Matsigkou and Lenio Liatsou. Three women active in the field of art, in particular of sound and music, combining composition, interpretation and performance. Their common element is the negotiation of the boundaries between experimentation, artistic practice and the social dimension of art, while a key feature of their artistic and pedagogical work is the use of various materials and practices. The doctoral dissertation is perceived as an experimental process of exploring the relationship between artistic creation, art and pedagogical practices- in particular, pedagogical practices in music education. It further develops the theoretical discussion initiated by the “creative music in education education” movement, seeking new relationships, new spaces and new practices produced at the intersection of sound and pedagogy. The theoretical tools used in this study stem from critical posthumanism, and the dialogue between posthumanism and new materialism that this perspective has initiated. In Critical posthumanism, the role of matter and language is being revised, while space is reconceptualised, taking into account the embodied process of subjectification and its imprint on the production of knowledge. Such processes of knowledge production are explored with reference to the diffractive pedagogy and the pedagogy of affect (affective pedagogy). Following this theoretical framework, the research intends to investigate the relations that develop between the subjects -human and non-human- of the artistic creation and the practice of pedagogy.
Niki Barachanou
Panagiotis Kanellopoulos
Citizenship is an important and complex concept, one that makes its appearance more and more often in public speech, in academic publications, as well as in education policies. Questions regarding citizenship arise daily in education at all levels. This research aims to delve deep into the role of music education in addressing issues of citizenship. In particular, the research focuses on whether music schools ensembles as contexts for citizenship education, as means for cultivating the values of democracy and social justice. The contribution of this research in musical pedagogics has to do with analyzing and understanding the experience which students in a music school acquire, while joining and performing in music ensembles. Moreover, it aims to point out students’ experiences that have to do with citizenship, present those practices which boost up or, on the contrary, block these experiences. Consequentially, this research is about giving birth to new questions, questions capable of enriching the field of music education, while at the same time providing answers regarding understanding the social value of participating in a music ensemble, in a context of strengthening the everlasting values of justice and democracy. In particular, it is aspiring to show how much music education has to offer in a functional democratic school, which has the responsibility to cultivate the values of freedom, justice, equality, autonomy and participating in decision making process, by encouraging students to accept responsibilities, to cooperate, to achieve empathy, and to express one’s opinions freely. Last, but not least, I really hope that this research will prove useful for rethinking the role of music education in cultivating social justice.
Konstantinos Kerasovitis
Panagiotis Kanellopoulos
This in-progress doctoral dissertation focuses on the study of the primary sources that refer to the music and movement games of preschool children in formal and informal education of the Greek territory during the late 19th and early 20th century. Through careful archival research and analysis of the available evidence and sources of the time, the research attemps to offer a sociological interpretation of the construction of images of childhood and ‘the child’ that emerge in such sources. The purpose of this project is not to confirm or refute modern perceptions concerning the child or music and movement education, but to study the representations of practices of children of different ethnicities-religions-societies who grew up in the late 19th and early 20th century in today’s Greece, as they emerge through accounts of the music and movement games they practiced, while examining the historical and social conditions through which the children practiced the music and movement games. Our archival research as of music and movement games played by preschool children throughout Greece in the 19th century has yielded accounts of more than 120 music and movement games so far. On the basis of this material, the dissertation proceeds to the study of preschool education of the period to the beginning of the 20th century, examining their possible introduction or not in the pre-school education of the time and the relation of the games introduced in the formal education with the “matrix” of the music and movement games of everyday life. The research uses the analytical tools developed by Michel Foucault (1970, 1972) and refined by Mitchell Dean (1994, 2010) to examine the relationship of children’s idiom culture representations with the broader ideological components of the time and its broader educational policy and ideology, as well as the relationship between childhood and adulthood, children and play, children and childhood. The research and analysis of its data continues and is expected to be completed by the academic year 2021-2022.
Giorgos Charonitis
Panagiotis Kanellopoulos
Ph.D Candidate:
Maria Rinou
Supervising Committee:
Niki Nikonanou Anna Chronaki Yannis Pechtelidis
Museums are one of the foremost social learning fields, where creative ideas are cultivated, emotions and relationships are developed both between people and between people and objects. However, in recent years they have faced a variety of challenges related, both to the policy and strategy they will have to adopt to meet the needs of the time, and to the way of approaching the public that has different requirements and interests. This dissertation initially aspires to record the current reality in the museum’s relationship with the group of teenagers, and to analyze experiential ˗ educational activities offered by Greek museums addressed to this group . The research field of the dissertation thesis, seeking to explore issues related to the opening of museums to the group of teenagers, aims to research and organize participatory educational-experiential activities using digital media that could contribute to more active participation of them in the museum who so far seem to be alienated or marginalized from museums. The research question posed in this research study is how to increase the participation of teenagers in educational activities that will benefit the museum in the context of the history course and how the communication and interaction of museums as cultural institutions could be enhanced with the group of students who have been educated by a firm understanding of history education and the museum visits that fall within this framework.
Rinou, M. & Nikonanou, N. (2019). “Crowdsourcing” as a participatory tool in heritage experience for youth: an insight into museum practice”, Socio-cultural Learning of Youth in Mobile Societies (SLYMS) Conference, April 9-11, 2019, University of Thessaly, Volos, Greece (under publication).
Maria Rinou
Niki Nikonanou