Royal Central School of Speech and Drama

At the performance turn, this book takes a fresh 'how to' approach to Practice as Research, arguing that old prejudices should be abandoned and a PaR methodology fully accepted in the academy. Nelson

Preface to the Second Edition Acknowledgements Contributors Introduction Part I 1. Physical Development from Three to Seven: J.Tanner (University of London) 2. The Development of Thinking and Reasoning: C.Modgil (Brighton Polytechnic), S.Modgil (Brighton Polytechnic) 3. The Growth of Intelligence and Creativity in Young Children: D.Child (University of Leeds) 4. How Young Children Develop and Use Language: J.Tough (University of Leeds) 5. How Children Learn: R.W.McIntire (University of Maryland) 6. Personality and Personal Development:D.Fontana (University College, Cardiff) 7. Social Development and Social Behaviour: R.Davie (National Children's Bureau) 8. Young Children with Special Eductional Needs: A.F.Laing (University College, Swansea), M.Chazan (University College, Swansea) 9. Carrying out Assessment with Young Children: S.Tyler (University of Keele) Part II 10. Learning and Teaching Mathematical Skills: G.Matthews (University of London) 11. Learning and Teaching Reading Skills: P.Horner (Rolle College, Exmouth) 12. Learning and Teaching Writing Skills: S.Lane (Tidemill Primary School) 13. Movement Education with Young Children: B.J.Lewis, D.Cherrington (City of Birmingham Polytechnic) 14. Making Music: A.Dankworth 15. Learning and Teaching Art and Craft Skills: H.Pluckrose (Prior Weston Primary School) 16. Understanding and Encouraging Children's Play: A.Yardley (Trent Polytechnic) 17. Teachers and Parents Working Together: T.Smith (University of Oxford).

ABSTRACTS Developmental verbal dyspraxia is examined from four perspectives: clinical, phonetic, linguistic and cognitive. The paper critically discusses the problems encountered when criteria for identifying acquired speech disorders in the adult population are applied to children's speech difficulties without modifications. It is argued that studies of verbal dyspraxia in children have ignored the unfolding nature of this condition and that a developmental perspective has been lacking in the literature. A need for the inclusion of appropriate control groups and longitudinal case studies is identified. The issue and process of differential diagnosis are addressed and a checklist of criteria for identifying developmental verbal dyspraxia is included. It is noted that this process will inevitably be lengthy with data needed from different aspects of a child's development. Phonetic characteristics alone may not be sufficient to recognise this medical condition with its complex psycholinguistic and educational consequences. L'article examine la dyspraxie verbale lors du développement des enfants de quatre points de vue: clinique, phonique, linguistique et cognitif. Il discute les problèmes qui se posent lorsqu'on applique tels quels aux difficultés phoniques des enfants les critères d'identification des désordres phoniques acquis par les adultes. Il avance l'hypothèse que les études de la dyspraxie verbale chez les enfants ont jusqu'ici laissé de côté l'aspect évolutif de cette condition et que les publications n'ont pas tenu compte d'une perspective liée au développement de la personne. Il met l'accent sur la nécessité de faire des comparaisons avec des groupes convenables de contrôle et de procéder à des études longitudinales. Il s'intéresse aux problèmes et aux techniques du diagnostic différentiel et il fournit une liste de critères pour permettre d'identifier la dyspraxie verbale lors du développement. Il note que cette procédure nécessité du temps et la prise en compte de toutes sortes de données liées aux différents aspects du développement de l'enfant. A elles seules les caractéristiques phonétiques ne sauraient suffire pour identifier à coup sûr cette condition pathologique ainsi que ses conséquences complexes des points de vue psycholinguistique et éducationnel. Die Sprechapraxie im Kindesalter wird aus klinischen, sprech‐, sprachwissenschaftlichen und kognitiven Hinsichten untersucht. Diese Arbeit stellt eine kritische Besprechung der Schwierigkeiten dar, die auftreten, wenn man die Kriterien zur Erkennung von erworbenen Sprechstörungen bei Erwachsenen ohne jede Modifizierung bei Sprechstörungen von Kindern anzuwenden versucht. Wir vertreten die Meinung, dass Studien über Sprechapraxie im Kindesalter die Entwicklungseigenschaften dieser Störung nicht betrachtet haben und dass diese Perspektive in der Fachliteratur fehlt. Die Notwendigkeit passende Kontrollgruppen und Längschnittstudien einzubeziehen, wird nachgewiesen. Die Frage und das Verfahren der Differentialdiagnose werden angesprochen und wir bieten eine Liste der Kriterien zur Erkennung von Sprechapraxie im Kindesalter an. Wir deuten darauf hin, dass dieses Verfahren unumgänglich langwierig sein wird, da man Daten aus verschiedenen Aspekten der Entwicklung des Kindes braucht. Die Sprecheigenschaften alleine sind vielleicht ungenügend, um diesen medizinischen Zustand mit seinen komplexen psycholinguistischen und pädagogischen Folgen mit Sicherheit zu erkennen.

ABSTRACTS Although various psycholinguistic models of speech and language processing have been developed to account for levels of breakdown in developmental speech disorders, it is not obvious how they are to be applied in clinical practice. At the same time, speech and language therapists have routinely been using a wide range of procedures, including published tests, that tap different levels of phonological processing in the child. When analysed and classified appropriately, these procedures can form the basis for a comprehensive psycholinguistic investigation of developmental speech disorders. The aim of this paper is to present a clinically usable, needs‐driven but theoretically motivated framework for investigation. The framework is organised in terms of a series of questions that the clinician can pose about the levels of deficit in processing that may be giving rise to the child's speech problems. It is illustrated by means of a case study of a child with a severe developmental speech disorder, which reveals a complex pattern of deficits within the speech processing chain. As the main purpose of the framework is to provide a useful clinical tool to facilitate the planning of appropriate therapy for the individual child, some therapy objectives deriving from the assessment are outlined. Divers modèles psycholinguistiques du fonctionnement de la parole et du langage ont bien été construits pour expliquer la façon dont se produisent des dysfonctionnements à différents niveaux dans le cadre des troubles du développement du langage parlé; mais malgré tout on ne sait toujours pas très bien comment les appliquer à la pratique clinique. En měme temps, les thérapeutes de la parole et du langage utilisent couramment un vaste ensemble de méthodes, y compris des tests publiés, qui donnent accès aux différents niveaux du fonctionnement phonologique chez l'enfant. L'analyse et la classification adéquates de ces méthodes peut former la base d'une étude psychologique d'ensemble des troubles du développement du langage parlé. Le but de cet article est de présenter un cadre méthodologique pouvant servir à une recherche utile au niveau clinique, répondant à des besoins mais motivée du point de vue théorique. Ce cadre est organisé en une série de questions que le spécialiste à la clinique peut soulever à propos des niveaux de déficit dans le fonctionnement du langage pouvant occasionner les problèmes linguistiques chez l'enfant. En guise d'illustration l'on présente le cas d'un enfant souffrant d'un désordre aigu de développement du langage qui révèle un ensemble complexe de déficits dans la chaǐne du fonctionnement de la parole. Etant donné que le but principal du cadre méthodologique est de fournir un outil clinique utile, qui faciliterait l'organisation de thérapies adaptées aux cas particuliers, l'article donne une idée des objectifs thérapeutiques qui dérivent de l'évaluation. Obwohl verschiedene psycholinguistische Modelle der Sprachverarbeitung entwickelt worden sind, um die Ebenen der Sprachentwicklungsstörungen zu erklären, ist es keineswegs klar, wie sie in der klinischen Praxis anzuwenden sind. Sprech‐ und Sprachtherapeuten setzen andererseits ein breites Spektrum von Prozeduren ein, darunter auch veröffentlichte Tests, die Information über unterschiedliche Ebenen der phonologischen Verarbeitung im Kind gewinnen lassen. Richtig analysiert und klassifiziert können diese Prozeduren die Grundlage einer umfassenden psycholinguistischen Untersuchung von Sprachentwicklungs störungen bilden. Das Ziel dieses Aufsatzes ist es, einen klinisch verwendbaren bedarfsorientierten aber gleichzeitig theoretisch motivierten Untersuchungsrahmen zu präsentieren. Dieser Rahmen orientiert sich an einer Reihe von Fragen, die bei der klinischen Arbeit gestellt werden können, um die Ebenen der den Sprachproblemen eines Kindes zugrundeliegenden Verarbeitungsdefizite aufzudecken. Er wird an einer Fallstudie eines Kindes illustriert, dessen schwere Sprachentwicklungsstörungen ein komplexes Muster von Defiziten in der Sprach verarbeitungskette aufweisen. Da ein Hauptzweck des Rahmens die Bereitstellung einer klinisch nützlichen Methode zur Unterstützung der Therapieplanung für einzelne Patienten ist, werden einige aus der Diagnose abgeleitete Therapieziele umrissen.

ABSTRACTS This paper describes the replication of a therapeutic programme originally used by one of the authors, Byng (Cognitive Neuropsychology, 1988 , 5, 629–676) to remediate a specific sentence processing deficit. Our patient is shown to have similar although not identical deficits to those of one of the patients (JG) described in that programme. Sentence comprehension and production both improved as a result of therapy. The pattern of results observed gave further insights into both the nature of the patient's deficit and the mechanism of therapy. Cet article décrit la réplique d'un programme thérapeutique utilisé originellement par l'un des auteurs, Byng (Cognitive Neuropsychology, 1988 , 5, 629–676), pour soigner une déficience spécifique dans le traitement de phrases. Il a été démontré que notre patient avait des déficiences semblables, bien que non identiques, à celles du sujet (JG) étudié précédemment. La compréhension et la production de phrases se sont améliorées grâce à la thérapie. L'observation des résultats a permis de dégager des éléments complémentaires, aussi bien sur la nature de la déficience du patient que sur le fonctionnement de la thérapie. Wir beschreiben die Wiederholung eines Therapieprograms, das ursprünglich von einer der Autorinnen, Byng (Cognitive Neuropsychology, 1988, 5, 629–676), zur Behandlung eines spezifischen Satzverarbeitungsdefizits entwickelt wurde. Unser Patient zeigt Defizite, die ähnlich, aber nicht identisch zu denen, des im anderen Program beschriebenen Patienten JG sind. Als Folge der Therapie verbesserten sich sowohl das Satzverständnis, als auch die Satzproduktion. Die Art der Ergebnisse ermöglichte eine weitere Einsicht sowohl in die Art des Defizits des Patienten, als auch in das Therapieverfahren.

She is an artist and researcher working across sculpture, drawing, film and performance.She has over fifteen years of experience delivering creative

ABSTRACTS A longitudinal study of the speech errors of two school‐age children with what was described as developmental verbal dyspraxia is presented. By comparing them with a group of normally developing children matched on articulation age, it was possible to identify speech errors not typical of earlier speech development, involving problems with syllable structure planning and vocal tract coordination. The speech‐disordered children could produce more words correctly than the controls, but, when they did make speech errors, these were more serious than those found in the younger children. The speech‐disordered children were followed up 4 years later. Although their speech had improved, they presented with the same profile of error types. They had increased intelligibility by adding more word‐specific articulations but still had difficulties with novel and complex material. The adoption of a developmental framework in this study allowed the identification of different levels of breakdown within the speech production process. The case‐study method is recommended to investigate how these levels may interact and the clinical implications of the findings are outlined. L'article décrit une étude longitudinale des erreurs phoniques de deux enfants d'âge scolaire qui souffrent de dyspraxie verbale liée au développement. La comparaison avec un groupe d'enfants dont le développement était normal et qui avail atteint le même âge du point de vue articulatoire, permet d'identifier celles des erreurs phoniques qu ne relèvent pas du début du développement phonique et qui laissent entrevoir des problèmes aux niveaux de l'organisation de la structure syllabique et de la coordination du conduit vocal. Les enfants souffrant de désordre phonique étaient capables d'émettre davantage de mots correctement que le groupe de comparaison mais, lorsqu'elles se produisaient, leurs erreurs étaient plus sérieuses que celles des autres enfants plus jeunes. Ces enfants souffrant de défauts phoniques ont été réexaminés au bout de quatre ans. Bien que leur capacité verbale se soit améliorée, ils continuaient de présenter les mêmes profits de types d'erreurs. D'un côté ils avaient réussi à se rendre plus intelligibles pour des mots bien déterminés grâce à certains ajustements articulatoires; mais d'un autre côté ils éprouvaient toujours des difficultés face à des tâches nouvelles et complexes. Dans cette étude l'adoption d'une perspective liée à la croissance a permis l'identification de différents niveaux de dysfonctionnement lors du processus de la production du langage parlé. L'avantage de l'étude de cas est qu'on peut ainsi examiner l'interaction de ces niveaux. L'article évoque les possibilités qu'offrent du point de vue clinique les résultats obtenus. Wir beschreiben eine Längschnittstudie der Sprachfehler von zwei Kindern im Schulalter mit einer Entwicklungssprechapraxie. Im Vergleich mit einer Gruppe von sich normal entwickelnden Kontrollkindern im gleichen Artikulationsalter konnten wir die Sprechfehler feststellen, die für die frühere Sprechentwicklung nicht typisch waren – z.B. Schwierigkeiten bei der Planting der Silbenstruktur und Koordination bei der Sprechproduktion. Die sprechgestörten Kinder konnten mehr Wörter fehlerfrei äussern, als die Kontrollkinder. Aber wenn sie Sprechfehler machten, waren diese beträchtlicher, als diejenigen, die bei den jüngeren Kindern vorkamen. Vier Jahre später wurden diese Kinder nochmals untersucht. Trotz einer Verbesserung des Sprechens, konnte man die gleichen Fehlertypen beobachten. Durch die Zunahme von weiteren wortspezifischen Artikulationen hatten sie eine grössere Verständlichkeit erreicht, hatten aber immer noch Schwierigkeiten mit neuem oder komplexem Material. Die Anwendung einer Entwicklungsperspektive erlaubte bei dieser Studie die Identifizierung verschiedener Ebenen der Störung innerhalb des Sprechproduktionsprozesses. Wir empfehlen die Fallstudienmethode zur Untersuchung der möglichen Interaktionen dieser Ebenen und die klinischen Implikationen dieser Befunde werden im Umriss dargestellt.

ABSTRACTS Electropalatography (EPG) is one of a number of computer‐based biofeedback techniques being applied increasingly and apparently successfully to the treatment of speech pathologies. This paper briefly examines the function of such biofeedback systems within the remediation process and looks in particular at the features of the EPG system which render it a useful therapeutic tool. Details are summarised of a project initiated to evaluate the use of EPG in the management of a large group of speech‐disordered children and young adults. Successful applications of the technique are presented by examining the different types of motor speech skill which subjects acquired during intervention. These are summarised as the establishment of completely new articulatory patterns, the inhibition of abnormal lingual patterns, and the modification of temporal or spatial aspects of one or several existing patterns. Possible reasons for the success of EPG as a therapeutic technique, and issues concerning subject selection, are discussed. L'électropalatographie est une des nombreuses techniques informatiques de rétro‐contröle biologique que l'on utilise de plus en plus, et avec un succès croissant, pour le traitement des pathologies de la parole. Cet article examine brièvement la fonction de ce type de systèmes de rétro‐contro̊le biologique dans le cadre des procédés orthopédagogiques, et en particulier les aspects du systéme électropalatographique qui font de celui‐ci un outil thérapeutique valable. L'on résume ici les détails d'un projet lancé afin d'évaluer l'usage de l'électropalatographie dans le traitement d'un groupe nombreux d'enfants et jeunes adultes souffrant de troubles d'élocution. Cette technique a été utilisée avec succès, et à ce titre l'on examine les différents types de capacités motrices d'élocution acquises par les sujets au cours de l'intervention: en résumé, il s'agit de l'établissement de types articulatoires totalement nouveaux, de la suppression de types linguaux anormaux, et de la modification d'aspects temporaires ou spatiaux d'un ou plusieurs types existants. La discussion porte sur les raisons possibles du succès de l'électropalatographie en tant que technique thérapeutique, et sur des questions concernant la sélection des sujets. Die Elektropalatographie (EPG) ist eine von mehreren computerbasieren Biorückkopplungstechniken, die zunehmend und anscheinend erfolgreich in der Behandlung von Sprachstörungen Anwendung finden. Es wird hier die Funktion von solchen Biorückkopplungssystemen innerhalb des Therapieprozesses kurz erörtert. Insbesondere werden diejenigen Eigenschaften des EPG‐Systems betrachtet, die es für die Therapie nützlich macht. Ein Projekt wird kurz beschrieben, das ins Leben gerufen wurde, um den Einsatz von EPG bei der Behandlung einer gro***ßen Zahl sprechgestörter Kinder und junger Erwachsener zu evaluieren. Der erfolgreiche Einsatz der Methode wird dadurch illustriert, da***β die verschiedenen Arten von sprechmotorischen Fähigkeiten, die während der Behandlung von Patienten erworben wurden, betrachtet werden. Diese werden kategorisiert als: Der Aufban von vollständig neuen Artikulationen, die Unterdrückung abnormaler lingualer Muster und die Veränderung von zeitlichen oder räumlichen Eigenschaften eines bestehenden Musters oder bestehender Muster. Mögliche Gründe für den Erfolg der EPG als therapeutische Technik und Fragen der Patientenselektion werden erörtert.

Gussmann (1980) has presented an analysis of Polish morphophonemics within the framework of SPE (Chomsky & Halle, 1968). His treatment appeals extensively to underlying representations containing segments which never appear in surface representations. He justifies this use of absolute neutralization with the claim that other rules of Polish phonology appeal to such underlying forms. Rubach (1984) has reanalysed much of Gussmann's description within the framework of Kiparsky's (1982) Lexical Phonology, retaining the analysis of the neutralized segments and even adding to the inventory of abstract elements. The arguments presented by both scholars are a paradigm of elegance and ingenuity, representing generative phonological analysis at its best. However, the considerable reliance they put on abstract underlying representations, morphologically conditioned rules, extrinsic rule ordering and other devices which give rise to a high degree of opacity arouses suspicion. For this reason I have sought to re-examine some of their material within a more ‘concrete’ interpretation of Lexical Phonology, making use of recent ideas from theories of non-linear phonology and theories of allomorphy.

What does 'performance theory' really mean and why has it become so important across such a large number of disciplines, from art history to religious studies and architecture to geography? In this introduction Simon Shepherd explains the origins of performance theory, defines the terms and practices within the field and provides new insights into performance's wide range of definitions and uses. Offering an overview of the key figures, their theories and their impact, Shepherd provides a fresh approach to figures including Erving Goffman and Richard Schechner and ideas such as radical art practice, performance studies, radical scenarism and performativity. Essential reading for students, scholars and enthusiasts, this engaging account travels from universities into the streets and back again to examine performance in the context of political activists and teachers, countercultural experiments and feminist challenges, and ceremonies and demonstrations.

This far-reaching book offers a range of global perspectives on dialect and identity. At the heart of Identity and Dialect Performance: A Study of Communities and Dialects is a contemporary underst...

This introductory article for a themed edition on environmentalism provides a particular context for those articles that follow, each of which engages with different aspects of environmentalism and performance in community-related settings. Responding to the proposition of Bottoms that there is a lacuna in the field of applied drama and environmentalism, we suggest that the more significant lack is that of ecocriticism. As the articles in this journal testify, there are many examples of applied theatre practice; what is required is sustained and rigorous critical engagement. It is to the gap of ecocriticism that we address this issue, signalling what we hope is the emergence of a critical field. One response to the multiple challenges of climate change is to more transparently locate the human animal within the environment, as one agent amongst many. Here, we seek to transparently locate the critic, intertwining the personal – ourselves, human actants – with global environmental concerns. This tactic mirrors much contemporary writing on climate change and its education, privileging personal engagement – a shift we interrogate as much as we perform. The key trope we anchor is that of uncertainty: the uncertainties that accompany stepping into a new research environment; the uncertainties arising from multiple relations (human and non-human); the uncertainties of scientific fact; the uncertainties of forecasting the future; and the uncertainties of outcomes – including those of performance practices. Having analysed a particular turn in environmental education (towards social learning) and the failure to successfully combine ‘art and reality’ in recent UK mainstream theatre events, such uncertainties lead to our suggestion for an ‘emancipated’ environmentalism. In support of this proposal, we offer up a reflection on a key weekend of performance practice that brought us to attend to the small – but not insignificant – and to consider first hand the complex relationships between environmental ‘grand narratives’ and personal experiential encounters. Locating ourselves within the field and mapping out some of the many conceptual challenges attached to it serves to introduce the territories which the following journal articles expand upon.

Click to increase image sizeClick to decrease image size Notes 1. Edmiston's article proposes a ‘theoretical and philosophical framework for drama as ethical education … grounded in the writings of Mikhail Bakhtin’ (Edmiston, 2000 Edmiston, B. 2000. Drama as ethical education. Research in Drama Education, 5(1): 63–83. [Taylor & Francis Online] , [Google Scholar], p. 63), his article responds to Joe Winston's book Drama, narrative and moral education (1998), and Winston's neo-Aristotelian approach. 2. ‘The core of L'Organisation Politique is made up of militants who have a long history together, beginning with the events of May 1968’ (Badiou, 2002 Badiou, A. 2002. Ethics: an essay on the understanding of evil, London: Verso. [Google Scholar], p. 100). One of the key concerns of the organisation is the issue ‘of equality in education and health’ (Badiou, 2002 Badiou, A. 2002. Ethics: an essay on the understanding of evil, London: Verso. [Google Scholar], p. 100) and particularly the plight of ‘illegal’ or unrecognised foreign workers.

BACKGROUND: There are increasing calls for neurodivergent peoples' involvement in research into neurodevelopmental conditions. So far, however, this has tended to be achieved only through membership of external patient and public involvement (PPI) panels. The Regulating Emotions - Strengthening Adolescent Resilience (RE-STAR) programme is building a new participatory model of translational research that places young people with diagnoses of attention-deficit hyperactivity disorder (ADHD) and autism at the heart of the research team so that they can contribute to shaping and delivering its research plan. AIMS: To outline the principles on which the RE-STAR participatory model is based and describe its practical implementation and benefits, especially concerning the central role of members of the Youth Researcher Panel (Y-RPers). METHOD: The model presented is a culmination of a 24-month process during which Y-RPers moved from advisors to co-researchers integrated within RE-STAR. It is shaped by the principles of co-intentionality. The account here was agreed following multiple iterative cycles of collaborative discussion between academic researchers, Y-RPers and other stakeholders. RESULTS: Based on our collective reflections we offer general guidance on how to effectively integrate young people with diagnoses of ADHD and/or autism into the core of the translational research process. We also describe the specific theoretical, methodological and analytical benefits of Y-RPer involvement in RE-STAR. CONCLUSIONS: Although in its infancy, RE-STAR has demonstrated the model's potential to enrich translational science in a way that can change our understanding of the relationship between autism, ADHD and mental health. When appropriately adapted we believe the model can be applied to other types of neurodivergence and/or mental health conditions.

Abstract Cognitive psychologists routinely carry out tests of word and nonword repetition and naming, in the course of research into phonological processing, memory, etc. The importance of taking account of phonological issues when using such tests is illustrated with reference to four aspects of testing: presentation of stimuli, test instructions, scoring of results, and interpretation.

Applied theatre practice as research might be perceived as a curious conflation. Not greatly foregrounded in the literature on applied theatre or performance practice as research, this article engages with the particularities of such a pairing. Beginning with identifying why a consideration is timely, ‘the practice as research’ and ‘social’ turns are invoked and analysed as relevant contexts to consider applied theatre practice as research. Two projects are offered, providing specific examples for discussion. Revealed by increased scrutiny, some broader epistemological questions emerge concerning power, hierarchy of knowledge and research ‘authoring’. A metaphor of polyphonic conversations is offered as an amplification of the applied theatre practical research methodological terrain. Encouraging the basis of many sets of voices contributing to research and potentially negotiating concerns about power hierarchies and knowledge production, the metaphor provokes a fluidity of epistemology, including expanding on the now familiar debates around theory and practice particularly relevant for socially engaged performance-related practical research.

This book explores the critical field of theatre sound and the sonic phenomena of theatre. It draws together a wide range of related topics, including sound design and sonic sonographies, voice as a p

This article examines the tendencies of LGBT intergenerational theater projects. By engaging with ideas of queer time, temporal drag, and the pervasive heteronormative imagery of heritability and inheritance, this article explores the possibility that LGBT intergenerational projects may generate some of the problems they aim to challenge. Through the lens of queer time, the article describes the normativity generated in LGBT intergenerational theater projects as a form of restrictive interpellation. The article explores the temporal complexities at play in such theater productions as The Front Room, a specific LGBT intergenerational theater project performed in the United Kingdom in 2011. The article concludes by noting some ways in which intergenerational theater projects might seek to work through the embodiment of the historical quotidian as a mode of resistance to normativity's recirculation.

This chapter starts with a curious observation: given that drag queens are often known for their quick acidic wit, it is puzzling why many of them give so much stage time to other people’s voices through lip-synching. The discussion that follows looks at drag as a queer performance form, rather than as an activity that exemplifies theorising around gender performativity. The chapter is interested in seeing drag, in part, as a manifestation of a voice and channel to the past. Of course, the gender aspect of drag is crucial to its functioning but here a slightly different journey is taken: one that looks at what drag does, enacts or brings about without a singular focus on gender.1 Rather this discussion examines drag form as a material effort in the making of local community through a performance practice that is commingled with popular culture and — apparently — strangely de-voiced. In particular, the chapter will focus on lip-synching as a key technique in drag’s dramaturgical toolkit, proposing that drag performance in specific locations serves to communicate or exchange historical material related to local LGBTQ communities without recourse to heteronormative structures of heritability. Importantly, the chapter also explores the practices of performers via a particular drag queen, Meth, who stands as an exemplar of how performers develop their lip-synch skills and put them to use in performance.

This article moves on from the ‘turn to affect’ in applied theatre to explore further how concepts related to affect theory might offer ways in which practice might respond to the contemporary context of a ‘post-normal’ and ‘post-truth’ world. Acknowledging the influence of transdisciplinary discourses on gender, race, disability, space, place, performance philosophy and neuro-psycho-biology, it explores how applied theatre-making might be conceptualised as a ‘space of potentiality’. The terms ‘space’ and ‘potentiality’ are surveyed as relational, contingent, and indeterminate, allowing for an understanding of practice that embraces fluidity, and difference, and resists pre-defined assumptions. Specifically, it draws on my practice of collaborative theatre-making with people in recovery from addiction to re-frame the issue of change within a more fluid appreciation of affect as a process of bodily inter-relation. It, therefore, discusses theatre-making as an affective ecology that generates an ‘aliveness’ that might support growth beyond the entropic life-cycle of addiction.