Associate Professor Michael Anderson
BA(Macquarie), DipEd(UTAS), MA(Hons)(UOW), PhD(Sydney), GCert(Sydney)
Associate Professor, Drama Teaching and Learning
Phone: +61 2 9351 7810
Fax: +61 2 9351 4580
Learning sciences; psychology of education
- Learning technologies and new media
Research on teaching and learning
- Creative and performing arts
Drama, arts, teachers, students film, youth culture
Dr Michael Anderson is an associate professor in the Faculty of Education and Social Work at The University of Sydney. His research and teaching concentrates on how arts educators begin, evolve and achieve growth in their careers and how students engage with arts and technology to learn and create in arts education. This work has evolved into a program of research and publication that engages with arts classrooms directly. His recent publications explore how aesthetic education is changing in the 21st Century. These publications include Masterclass in Drama Education (Continuum, UK), Teaching the Screen, Film Education for Generation Next (with Miranda Jefferson), Drama with Digital Technology (with John Carroll and David Cameron, Continuum, 2009) and Real Players: Drama, Education and Technology (with John Carroll and David Cameron Trentham, 2006). The research reported in these books uncovers innovative linkages between drama education and theatre for young people that could significantly improve learning outcomes for students in the arts. Michael was a drama a teacher and Creative Arts Consultant with the NSW Department of Education and holds senior positions in drama curriculum development and assessment with the NSW Board of Studies.
Currently Michael is Chief Investigator in two Australian Research Council major Grants, Theatrespace (2007-2011) and The Role of Arts Education in Academic Motivation, Engagement, and Achievement 2009-2011. TheatreSpace (also known as Accessing the Cultural Conversation brings together Chief Investigators from Melbourne, Sydney and Griffith Universities and a wide number of industry partners, including the The Australia Council, The Sydney Opera House, Bell Shakespeare, Sydney Theatre Company, QPAC, Victorian Arts centre, Melbourne Theatre Company, Arts NSW, Arena Theatre, Malthouse and Arts Victoria. Michael is a regular contributor to the electronic and print media on education, popular culture and technology. Michael runs workshops on how academics can get their message out in diverse forms of media. He is currently developing books on innovative approaches to research in and with communities.
2008 Vice Chancellor's Award for Outstanding Teaching. The University of Sydney.
2007 Teaching Excellence Award. Faculty of Education and Social Work.
2005 Thomas T Roberts Educational Fellowship. The University of Sydney.
2005 Ewing Postdoctoral Schloarship. The University of Sydney.
2003 Quality Teaching Award. Australian College of Educators,
2003 Distinguished Dissertation Award. American Association of Theatre Educators.
Professional and community roles
Member, Academic Board, The University of Sydney
- The Role of Arts Education in Academic Motivation, Engagement, and Achievement. $344,000 from Australian Research Council (ARC Linkage Grant) and the Australia Council for the Arts with Faculty of Education and Social Work (University of Sydney) colleagues (A. Martin & R. Gibson) investigating the role of arts education in school students’ academic motivation, engagement, and achievement (LP0989687: The Role of Arts Education in Academic Motivation, Engagement, and Achievement).
- TheatreSpace is a four-year research project investigating the responses of young people (14 – 30 years of age) to professionally-funded theatre in Melbourne, Sydney and Brisbane. The research aims to discover what attracts, engages and sustains young people’s current and future theatre attendance and what factors might exclude them. What factors promote, deter or exclude young people’s engagement with theatre in Australia? ARC Linkage (LP0776532): Accessing the Cultural Conversation ($482 000, 2006-2011).
- Young Mob Program assessment: In partnership with the University of Auckland, applied theatre processes were used as the basis of a research report on the progress and future plans for Young Mob, a programme for Indigenous young leaders in Sydney, Australia.
Current research students
|Project title||Degree||Research student|
|Discourse analysis of drama syllabus and support documents||PhD||Valerie Johnson|
|Directing young people: a case study of effective practice||PhD||Anne Babington|
|Teachers’ perceptions of change in the Arts curriculum in Australia.||PhD||Linda Lorenza|
|Democratic values in drama education.||PhD||Constantine Loucopoulos|
|Censorship and the drama curriculum: a study of the censoring of texts for study and performance in secondary Christian schools in New South Wales.||PhD||John David Montgomery|
|Unfinished business - creating performance through two-way learning.||PhD||Linden Wilkinson|
|Teaching the aesthetic: playwriting pedagogy in NSW Schools.||PhD||Paul Gardiner|
|The role of the arts in academic engagement and motivation||PhD||Caitlin Munday|
|"The Journey" How site-specific, community theatre can be used as a catalyst for change within an educational framework||PhD||Sharon McCutcheon|
|TBA||MEd (Research)||Patrick O'Shea|
- Anderson, M. (2012). MasterClass in Drama Education: Transforming Teaching and Learning. London: Continuum.
- Anderson, M Carroll, J Cameron, D (Eds). (2009). Drama Education with Digital Technology. London: Continuum, UK.
- Anderson, M & Jefferson. M . (2009). Teaching the screen : film education for generation next. Crows Nest: Allen and Unwin.
- Anderson, M, Hughes, J, Manuel, J. (2008). Drama and English teaching: Imagination, action and engagement. Melbourne: Oxford University Press.
- Anderson, M, Carroll, J, Cameron, D. (2006). Real Players? Drama, Technology and Education. Stoke on Trent, UK and Sterling, USA: Trentham Books.
- Anderson, M. (2006). Solo: A guidebook to Individual Performance. Strawberry Hills: Currency Press.
- Hatton, C and Anderson, M(eds). (2004). The state of our art : NSW perspectives in educational drama. . Strawberry Hills: Currency Press.
- Anderson, M. (2011). Drama Education, Ethnomethodology, and 'Industrious Chatter'. In Markauskaite, L., Freebody, P. & Irwin, J. (Ed.), Methodological Choice and Design: Scholarship, Policy and Practice in Social and Educational Research (pp. 93–100), New York: Springer.
- Clausen, M; Anderson, M . (2010). Crossing Borders: Reading Indigenous playtexts in White classrooms . In J. Manuel & S. Brindley. (Ed.), Teenagers and Reading: Literary Heritage, Cultural Contexts and Contemporary Reading Practices. Adelaide: Wakefield Press.
- Jefferson, M and Anderson, M. (2009). Enter the matrix: the relationship between drama and film . In Anderson, M; Carroll, J; Cameron, D (Eds) (Ed.), Drama Education with Digital Technology (pp. 184–201), London: Continuum.
- Cameron, D and Anderson, M. (2009). Potential to reality: drama, technology and education. In Anderson, M; Carroll, J; Cameron, D (Ed.), Drama Education with Digital Technology (pp. 6–19), London: Continuum.
- Anderson, M. (2008). Technology, Drama and English Teaching. In Anderson M, Hughes J, Manuel J (Ed.), Drama and English teaching: Imagination, action and engagement (pp. 161–174), Melbourne: OUP.
- Anderson, M. (2008). Performances, Technology and Emerging Opportunities for Drama in English. In , Drama and English Teaching Imagination, Action and Engagement (pp. 11–25), Melbourne: OUP.
- Manuel, J; Anderson, M. (2008). Assessing Drama in English. In , Drama and English Teaching: Imagination, Action and Engagement (pp. 201–221), Melbourne: OUP.
- Anderson, Michael James & Freebody, Kelly . (2012). Developing Communities of Praxis: Bridging the Theory/Practice Divide in Teacher Education.. McGill Journal of Education, 47(3), 359–378.
- Gardiner, Paul; Anderson, Michael. (2012). Can You Read That Again? Playwriting, Literacy and Reading the ‘spoken’ Word'. English in Australia , 47(2), 80–89.
- Martin, A.J. Anderson, M., & Adams, R-J. (2012). What determines young people’s engagement with performing arts events?. Leisure Sciences , 34, 314–331.
- Anderson, M and Donelan, K. (2009). Drama in schools: meeting the research challenges of the twenty-first century. Research in Drama Education: The Journal of Applied Theatre and Performance , 14(2), 165–171.
- Gibson, R and Anderson, M. (2008). Touching the Void: Arts Education in Australia. Asia Pacific Journal of Education, 28(1), 103–112.
- Anderson, M. (2007). Making theatre from data: Lessons for performative ethnography from verbatim theatre. NJ-Drama Australia Journal, 31(1), 79–91.
- Anderson, M, Wilkinson, L. (2007). A resurgence of verbatim theatre: authenticity, empathy and transformation. Australasian Drama Studies, 50, 153–169.
- Anderson, M. & Georgakis, S. (2006). The Bacchae at Bondi: Greek Drama in Australian Education and Culture. Education & Theatre Journal, 6, 27–34.
- Anderson, M. (2005). New stages: Challenges for teaching the aesthetics of drama online. Journal of Aesthetic Education, 39(4), 120–132.
- Anderson, M. (2006). What is a Drama Teacher? Some Stories from Praxis. In LA McCammon & D McLauchlan Universal Mosaic of Drama and Theatre: The IDEA 2004 Dialogues (pp. 99–108). Ottawa, Canada, 1-5 July, 2004.