Dr Christine Hatton
Senior Lecturer
School of Education (Drama)
- Email:christine.hatton@newcastle.edu.au
- Phone:(02) 4348 4105
Drama: a dynamic driver of 21st century learning
A lost culture of frozen people is discovered underwater in the Pacific Ocean. They were frozen in time on the edge of a catastrophic environmental disaster, a crisis that scientists and archaeologists of the future grapple to fully understand. The history of these people had been erased. Who were they, these people of Ardus Unda? What happened to them? Can they be restored to life? Can we learn from their past to inform the present and the future?
This was the fictional context faced by drama students and teachers from schools across the world who worked together to co-construct a story as part of an innovative creative project exploring the possibilities of using digital technologies in drama education.
The project connected students and teachers in a shared drama learning experience, entitled The Water Reckoning Project. It used a combination of live drama workshops and digital postings from sites in Sydney, Noosa, Athens, Seattle and Singapore.
Dr Christine Hatton, a lecturer in the School of Education, led the Sydney project and research study with co-researchers from the University of Western Sydney (UWS) and Macquarie University. The study focused on drama, technology and sustainability education.
The Water Reckoning Project drew on the work of pioneering drama practitioner Dorothy Heathcote and reinterpreted her strategy of 'Rolling Role' for the 21st century classroom context. This strategy, where students work across subject areas on a shared dramatic narrative, lent itself well to adaptations with technologies and digital platforms.
The project was part of an international push to re-consider the innovative practice and strategies of Heathcote. Each group of students interpreted the Ardus Unda story through drama in relation to their own locations and imaginations, and in doing so, made important local connections between the real and the fictional contexts. It also enabled students to interact with other sites and the creative content made by students from across the world.
"This project contributes to the field of drama education in terms of the possibilities and limitations it highlights when working interactively with technologies across different sites and time zones," said Hatton.
"It has led us as researchers to consider the nature of a mediated creative learning experience and how digital technologies alter and expand the lived experience of drama learning processes. This kind of work allows new collaborations and audiences for classroom drama work, which is exciting for teachers, students and researchers alike."
|
Hatton has a longstanding interest in the nature of teaching and learning in drama and the arts – drawn from her PhD study on transformative learning and teaching in drama. She is interested in the way research can capture and allow analysis of the nuances of what drama teachers do, what works and what makes a difference to students' lives in complex times and contexts.
"Teaching drama is unlike teaching any other school subject; it is experiential learning involving each of the senses, body language and emotion and is often a way of engaging students who have been otherwise alienated by the rest of the curriculum," explains Hatton.
"Drama gives students a whole range of skills and experiences. In a performing art like drama you have to be really present, it relies on complex forms of collaboration and aesthetic awareness and students have to grapple with multiple things all at once in the moment of doing it."
Hatton is also leading a major three-year Arts NSW/ Department of Education and Communities research study, Evaluating the impacts of the Fresh AIR Initiative 2014 - 2016, conducted with her co-investigator Associate Professor Mary Mooney from UWS. This studyanalyses the nature and impact factors of sustained artists in residence projects in six schools across Sydney.
Drama: a dynamic driver of 21st century learning
Dr Christine Hatton led the Sydney project and research study for The Water Reckoning Project
Career Summary
Biography
Dr Christine Hatton is a senior lecturer in the School of Education with a background in drama and theatre. Christine’s scholarly interests and contributions are located in the fields of drama, arts education and gender in education.
Christine completed her Bachelor of Arts degree in Theatre Studies from the University of NSW, followed by a Graduate Diploma in Education (Secondary Teaching) from the Sydney College of Advanced Education. She spent a number of years working as a secondary drama teacher and head of drama in schools in Sydney and London, predominantly in culturally diverse schools. She obtained her Master of Arts degree in Theatre Studies from the University of NSW and received her PhD in Drama Education at the University of Sydney in 2005. Her research study entitled “Backyards and Borderlands: Transforming Girls Learning Through Drama” featured innovative arts-based research that interrogated drama teaching and learning processes informed by feminist politics. The study explored girl-centred learning processes using playbuilding, storying and performance to enhance girls gender esteem and sense of well being. Her PhD study was a finalist in American Alliance of Theatre and Education’s international Distinguished Dissertation Award.
Christine has worked at a number of universities teaching pre-service teachers in drama education and theatre. She has worked at the University of NSW, the University of Edinburgh, the National Institute of Education (NTU, Singapore) and more recently at James Cook University. As a passionate advocate for drama and arts education she has served in various leadership roles locally and nationally. She is a past president of Drama NSW, the professional association for drama educators and served as Director of Research on the Drama Australia Executive. She is one of the writers of the Drama Australia Equity and Diversity Guidelines. She has served on the NSW HSC Drama Examination Committee and has been a HSC performance examiner for many years. From 2007 – 2011 Christine was the state Drama Curriculum Adviser K-12 with the NSW Department of Education and Training, providing leadership, curriculum support, resources and professional learning for both primary and secondary teachers across NSW. She regularly leads workshops for teachers on playbuilding pedagogy based on her book Young at Art: Classroom Playbuilding in Practice, co-authored with Dr Sarah Lovesy.
Christine joined the University of Newcastle in 2012 and is based at the Central Coast Campus. She has worked as a dramaturg and educational consultant on the Casula Powerhouse Arts Centre touring production Tough Beauty, an innovative new play for teen audiences funded by the Australia Council for the Arts that explored the issue of girl violence. She continues to research in the area of drama and girls’ education, as well as teacher artistry and playbuilding. Christine was a contributor to the international collaborative research project The Water Reckoning Project ( www.water-reckoning.net) . Based on Dorothy Heathcote’s ‘rolling role’ strategy, this study researched the effectiveness of a pedagogy framework for sustainability education utilizing drama and environmental strategies and digital technology. She is a Chief Investigator, along with Dr Mary Mooney (UWS), in a major three year research study of the Fresh Air Initiative: Artists in Schools Program funded by Arts NSW. She has recently been awarded the inaugural UoN Faculty of Education and the Arts Early Career Research Fellowship for 2014.
Research ExpertiseChristine’s key research expertise lies in the areas of drama, arts and creative learning and teaching, performative and narrative inquiry methods, applied theatre, girls education and gender issues, teachers and student storying, teacher identity and reflective practice.
Teaching Expertise
Christine has extensive experience as a teacher educator and leader across a range of contexts. Since joining the staff of the University of Newcastle she has taught undergraduate and postgraduate courses, in both secondary and primary programs.
Administrative Expertise
Christine has a background in arts education leadership, as a Head Teacher, past President of Drama NSW and as a state Drama Curriculum Adviser K-12.She has convened courses and programs in various universities. Since joining the School of Education she has served as the Bachelor of Teaching/Bachelor of Arts (Secondary) Program Convenor and has co-ordinated numerous courses on both primary and secondary education programs.
Collaborations
2013 -2014 The Water Reckoning – Digital Tools for Dramatic Engagement (CQU, UoN, UWS, Macquarie University) 2014 – 2016 The Fresh Air Initiative: Strand 2 Research Study (UoN & UWS) funded by Arts NSW and the NSW DEC.
Qualifications
- PhD (Education), University of Sydney
- Bachelor of Arts, University of New South Wales
- Graduate Diploma in Education (Secondary), University of Sydney
- Master of Arts, University of New South Wales
Keywords
- applied theatre and drama
- arts learning processes
- curriculum
- drama and digital technology
- drama learning, curriculum and pedagogy
- drama pedagogy
- gender and identity in education
- girls education
- learning technologies
- teacher reflective practice, storying and identity
Fields of Research
Code | Description | Percentage |
---|---|---|
390101 | Creative arts, media and communication curriculum and pedagogy | 70 |
390306 | Secondary education | 20 |
390406 | Gender, sexuality and education | 10 |
Professional Experience
UON Appointment
Title | Organisation / Department |
---|---|
Senior Lecturer | University of Newcastle School of Education Australia |
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
1/1/2014 - | Membership - Drama Australia | Drama Australia Australia |
1/1/2014 - | Membership - Drama NSW | Drama NSW Australia |
1/1/2013 - | Membership - National Drama UK | National Drama UK United Kingdom |
1/1/2004 - | Editorial Board - NJ Drama Australia Journal | NJ Drama Australia Journal Australia |
Membership
Dates | Title | Organisation / Department |
---|---|---|
1/1/2014 - 30/6/2015 | Editorial Board - Dialogic Pedagogy Journal | Dialogic Pedagogy Journal Australia |
Awards
Professional
Year | Award |
---|---|
2017 |
Life Membership Award Drama NSW |
Recognition
Year | Award |
---|---|
2007 |
Distinguished Dissertation Award Finalist American Alliance for Theatre and Education |
Research Award
Year | Award |
---|---|
2014 |
Early Career Research Fellowship University of Newcastle |
2004 |
Thomas and Ethel Mary Ewing Scholarship University of Sydney |
2001 |
Thomas and Ethel Mary Ewing Scholarship University of Sydney |
Invitations
Keynote Speaker
Year | Title / Rationale |
---|---|
2006 |
Drama Australia National Conference, Sydney Organisation: Drama Australia |
2006 |
Learning & Sharing Festival Organisation: Marshall Cavendish |
Speaker
Year | Title / Rationale |
---|---|
2013 |
IDEA 8th World Congress - Special Interest Group Leader: Drama/Theatre and Gender Organisation: International Drama in Education Association |
2013 |
Digital International Rolling Role Presentation Organisation: National Drama, UK |
2009 |
Research Hub Leader - Performances of gender in / through theatre practice and research Organisation: 6th International Drama in Education Research Institute (IDIERI) |
2007 |
IDEA 6th World Congress - Special Interest Group Leader: Drama/Theatre and Gender Organisation: International Drama in Education Association |
2004 |
IDEA 5th World Congress - Special Interest Group Leader: Drama/Theatre and Gender Organisation: International Drama in Education Association |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (3 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2018 | Drama Research Methods: Provocations of Practice, Sense Publishers, Rotterdam (2018) | |||||||
2008 |
Hatton C, Lovesy S, Young at Art: Classroom playbuilding in practice (2008) [A2] Young at Art is a practical guide to playbuilding for teachers working with students at an upper primary and secondary level. Focusing on an area often neglected in traditional dr... [more] Young at Art is a practical guide to playbuilding for teachers working with students at an upper primary and secondary level. Focusing on an area often neglected in traditional drama text books, the book covers the process of devising drama, and the teacher's role in facilitating students to collectively become playwrights, actors, designers, directors and critics of their ensemble work. The playbuilding process is covered in a structured manner, which includes: Mapping the Territory: identifying critical issues relating to teaching and learning in playbuilding, and laying the basic foundations of understandings and practice. Levels at Work: offering three approaches to playbuilding, catering for a range of learning experiences. Playbuilding for All: explores theatre practitioners' techniques, working with students' personal stories and narratives and playbuilding with a contemporary edge. An essential guide for all drama teachers Young at Art covers practical teaching issues and strategies for working with groups of students to help them perform their playbuilt stories to an audience, as well as techniques for student assessment and evaluation, providing a wealth of exemplary starting points and approaches. The book offers detailed guidance on working with students to help facilitate the collaborative creative and reflective processes, offering practical ideas and structures which can be easily implemented in the classroom.
|
|||||||
2004 | Hatton C, The State of Our Art: NSW Perspectives in Educational Drama, Currency Press, Sydney, 129 (2004) |
Chapter (19 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2023 |
Walsh K, Hatton C, 'To the syllabus and beyond: Young people learning through theatre making in Australian schools', Routledge Companion to Theatre and Young People, Routledge, London 353-368 (2023) [B1]
|
Nova | ||||||
2022 |
Mooney M, Hatton C, 'Designing a Future through Imaginative Responses to Arts Teaching', Design Praxiology and Phenomenology: Understanding Ways of Knowing through Inventive Practices 63-78 (2022)
|
|||||||
2022 |
Mooney M, Hatton C, 'Designing a future through imaginative responses to arts teaching', Design Praxiology and Phenomenology: Understanding Ways of Knowing Through Inventive Practices, Springer, Cham, Switzerland 63-78 (2022) [B1]
|
Nova | ||||||
2022 |
Hatton C, 'Drama as a pedagogy of connection: Using Heathcote s rolling role system to activate the ethical imagination', The Routledge Companion to Drama Education, Routledge, Abingdon, Oxon 153-165 (2022) [B1]
|
Nova | ||||||
2020 |
Hatton C, 'Retracing the footprints of a family of teacher wayfarers', Wayfinding and Critical Autoethnography, Routledge, Abingdon, Ox 182-195 (2020) [B1]
|
Nova | ||||||
2020 |
Hatton C, 'Imagining the possible: using drama for gender equality in schools', Drama in Education: Exploring Key Research Concepts and Effective Strategies, Routledge, London 128-146 (2020) [B1]
|
Nova | ||||||
2018 |
Anders A, Duffy P, Hatton C, Sallis R, 'Lessons Learned: Provocations of Practice', Drama Research Methods: Provocations of Practice, Sense Publishers, Rotterdam 243-256 (2018) [B1]
|
Nova | ||||||
2018 |
Hatton C, Sallis R, 'A research tango in three moves: gendering the drama research space', Drama Research Methods: Provocations of Practice, Brill, Leiden 56-76 (2018) [B1]
|
Nova | ||||||
2018 |
Cahill H, Aitken V, Hatton C, 'We need to talk about theory: rethinking the theory / practice dichotomy in pursuit of rigour in drama research', Drama Research Methods: Provocations of Practice, Brill, Leiden 183-199 (2018) [B1]
|
Nova | ||||||
2018 |
Hatton C, Duffy P, 'The stories that made us: a duoethnography on becoming reflective drama researchers', Drama Research Methods: Provocations of Practice, Brill, Leiden 201-217 (2018) [B1]
|
Nova | ||||||
2018 | Hatton C, Mooney M, 'Creative ecologies in education: teaching relationships within sustained school-based artists-in-residence projects', Creativity Policy, Partnerships and Practice in Education, Palgrave Macmillan, London (2018) [B1] | Nova | ||||||
2018 |
Anders A, Duffy P, Hatton C, Sallis R, 'Lessons Learned: Provocations of Practice', Drama Research Methods: Provocations of Practice, Sense Publishers, Rotterdam 243-256 (2018) [B1]
|
Nova | ||||||
2018 |
Hatton C, Sallis R, 'A research tango in three moves: gendering the drama research space', Drama Research Methods: Provocations of Practice, Brill, Leiden 56-76 (2018) [B1]
|
Nova | ||||||
2015 | Hatton C, Lovesy C, 'Schooling the imagination in the 21st century . . . (or why playbuilding matters)', The state of the art: Teaching drama in the 21st century, Sydney University Press, Sydney 67-83 (2015) [B1] | Nova | ||||||
2015 | Hatton C, 'Storying the dramas of teaching drama', A Reflective Practitioner's Guide to (Mis) Adventures in Drama Education - or - What Was I Thinking?, Intellect Books, Bristol, UK 59-78 (2015) [B1] | Nova | ||||||
2015 | Hatton C, 'The Tough Beauty Project: interrogating girl to girl violence through theatre and drama', Youth and Performance: Perceptions of the Contemporary Child, Olms, Hildesheim, Germany 173-190 (2015) [B1] | Nova | ||||||
2014 | Hatton C, 'Backyards and Borderlands: Research Postcards from the He(art) of Drama Learning', Performing Scholartistry, Backalong Books, Halifax, Canada 210-234 (2014) [B1] | Nova | ||||||
Show 16 more chapters |
Journal article (18 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2020 |
Hatton C, 'Philip Michael Taylor: a trailblazing leader in drama, applied theatre and research 18 July 1959-19 June 2020', RIDE-THE JOURNAL OF APPLIED THEATRE AND PERFORMANCE, 25 652-654 (2020)
|
|||||||
2019 |
Hatton C, Cody TL, 'Editorial', NJ Drama Australia Journal, 42 99-100 (2019)
|
|||||||
2019 |
Hatton C, Cody TL, 'Editorial', NJ Drama Australia Journal, 42 99-100 (2019)
|
|||||||
2018 |
Hatton C, Nicholls J, '"If this was real...": researching student meaning making in a digital rolling role drama.', Ethnography and Education, 13 377-395 (2018) [C1]
|
Nova | ||||||
2018 |
Hatton C, Aitken V, 'Keeping the flame alive: the legacies of Heathcote s practice across the Tasman', NJ Drama Australia Journal, 42 118-138 (2018) [C1]
|
Nova | ||||||
2018 |
Hatton C, 'One the Bear: a postcolonial radical hip hop herstory', Youth Theatre Journal, 32 111-123 (2018) [C1]
|
Nova | ||||||
2016 |
Hatton C, Mooney M, Nicholls J, 'Digital rolling role across global classrooms: a geodramatic framework', NJ: Drama Australia Journal, 40 27-39 (2016) [C1]
|
Nova | ||||||
2014 | Hatton C, Mooney M, Nicholls J, 'Into the sea of imagination: re-considering role and collaboration in the Sydney Water Reckoning Drama Project', Drama Research: International Journal of Drama in Education, 5 1-24 (2014) [C1] | Nova | ||||||
2013 |
Hatton C, 'Educating Rita and her sisters: using drama to reimagine femininities in schools', Research in Drama Education, 18 155-167 (2013) [C1]
|
Nova | ||||||
2012 | Hatton CM, 'Performing 'girl' in the Facebook era: Drama as a safe space for negotiating adolescent identities and agency', NJ Drama Australia Journal, 36 36-49 (2012) [C1] | Nova | ||||||
Show 15 more journal articles |
Conference (60 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2019 | Hatton C, 'Re-centring drama at the he(art) of learning: imaginative inquiry, pedagogy and change', Re-centring drama at the he(art) of learning: imaginative inquiry, pedagogy and change, Hobart, Tasmania (2019) | ||
2019 | Hatton C, 'Clowning around with Doctor Jess Terr and the academic showgirls', State Library of Victoria (2019) | ||
2019 | Hatton C, Mistry I, 'The future is now, and school is everywhere: Drama as a creative catalyst for complex futures', St Leonards (2019) | ||
2015 | Hatton C, Mooney M, Lynne-Cody T, Jacobs R, Baldwin P, 'Changing the curriculum and teacher education game', Conference Proceedings, Sydney (2015) [O1] | ||
2015 | Hatton C, Chidiac C, Kruckemeyer F, 'Girl trouble: disruptive TYA and education', Sydney (2015) [O1] | ||
2015 | Hatton C, 'Stories from the he(art)', Sydney (2015) [O1] | ||
2015 | Hatton C, 'Meddling with the everyday: drama, girls and digital identities', Singapore (2015) [E3] | ||
2015 | Hatton C, Mooney M, Nicholls J, 'Playing with the politics of context across cultures within a rolling role drama', IDIERI 8 Proceedings, Singapore (2015) [E3] | ||
2015 | Hatton C, 'Labours of love: devising hope in and through drama in difficult times', International Applied Theatre Symposium: The Performance of Hope Programme, University of Auckland (2015) [E3] | ||
2014 | Hatton C, 'He(art)ful dodgers: expert drama teachers, artistry and the labour of high stakes playbuilding', Artistry, Performance and Scholarly Inquiry Symposium, Melbourne, Australia (2014) [E3] | ||
2014 | Hatton C, Mooney M, 'Curating imagined possibilities through geodramatic contexts: transforming self, relationship and place', World Alliance for Arts Education Global Summit, Brisbane, Australia (2014) [E3] | ||
2014 | Hatton C, Mooney M, Nicholls J, 'The Water-Reckoning Project: reconsidering place, imagination and drama learning', Drama Australia National Conference Handbook, Hobart, Tasmania (2014) [E3] | ||
2014 | Hatton C, 'Stories from the he(art) of expert drama teacher practice', Conference programme, Hobart, Tasmania (2014) [E3] | ||
2014 | Hatton C, 'Playing in the girl zone: voice, dialogue and feminism in the drama classroom', Dialogue at the Boundaries: The Fourth International Interdisciplinary Conference on Perspectives and Limits of Dialogism in Mikhail Bakhtin, Hamilton, New Zealand (2014) [E3] | ||
2014 | Hatton C, 'The Tough Beauty Project: interrogating girl2girl violence through theatre and drama', Abstracts. Third International Theatre for Young Audiences Research Forum, Warsaw, Poland (2014) [E3] | ||
2013 | Hatton C, Chidiac C, 'The Tough Beauty Project: Interrogating girl2girl violence through theatre and drama', IDEA Congress Programme, Paris, France (2013) [E3] | ||
2013 | Hatton C, 'Transformation takes gentle hands: exploring the everyday artistry of drama educators', IDEA Congress Programme, Paris, France (2013) [E3] | ||
2013 | Davis S, Simou P, Kulik J, Tan J, Hatton C, 'The Water-Reckoning- the development of a digitally mediated drama project building on Heathcote's Rolling Role concept.', National Drama International Conference Programme, London, UK (2013) [E3] | ||
2013 | Davis S, Simou P, Mooney M, Hatton C, Wales P, Chang M, 'Adapting Heathcote's methods to the digital arena', National Drama International Conference Programme 2013, London, UK (2013) [E3] | ||
Show 57 more conferences |
Other (2 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2017 | Hatton C, 'One the Bear: Teaching Resource', One the Bear: Teaching Resource. Campbelltown, NS: Campbelltown Arts Centre (2017) | ||
2015 | Sallis R, Freeebody K, Hatton C, Carter CH, Raphael J, 'Drama Australia: Equity and Diversity Guidelines Statement. Drama Australia, Sydney.', Drama Australia Website: Drama Australia (2015) |
Report (1 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2017 | Hatton C, Mooney M, 'Evaluating the Impacts of the Fresh AIR Initiative 2014 2016: Strand 2 Research Study', Arts NSW, 75 (2017) |
Grants and Funding
Summary
Number of grants | 16 |
---|---|
Total funding | $162,997 |
Click on a grant title below to expand the full details for that specific grant.
20224 grants / $35,293
Creative Coasts Collective$14,218
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Matched Funding |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Creative Coasts Collective$13,757
Funding body: International Teaching Artist Collaborative
Funding body | International Teaching Artist Collaborative |
---|---|
Project Team | Doctor Christine Hatton |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | G2200843 |
Type Of Funding | C3500 – International Not-for profit |
Category | 3500 |
UON | Y |
Devising the future: investigating the creative process and impacts of ensemble theatre making$5,000
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
CHSF Conference Travel Grant$2,318
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Scheme | Conference Travel Scheme |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20191 grants / $2,000
World Alliance for Arts Education Conference, Germany, 28 October - 1 November 2019$2,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | FEDUA Conference Travel Grant |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20181 grants / $2,000
International Teaching Artists Conference 4, United States of America, 13 - 15 September 2018$2,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | FEDUA Conference Travel Grant |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20171 grants / $2,000
NYU Forum on Ethnodrama, New York, United States of America, 20-23 April 2017$2,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Dr Christine Hatton |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20161 grants / $2,000
International Girls Studies Association Conference, Norwich, UK, 7-9 April 2016$2,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20151 grants / $1,899
Singapore Drama Educators Association Conference, Singapore, 26-28 June 2015 and 8th International Drama In Education Research Institute (IDIERI 8) conference, Singapore, 30 June - 5 July 2015$1,899
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Christine Hatton |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500822 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20144 grants / $109,805
Evaluating the Impacts of the Fresh Air Initiative 2014-2016: Strand 2 - Research Study$90,000
Funding body: NSW Trade & Investment
Funding body | NSW Trade & Investment |
---|---|
Project Team | Doctor Christine Hatton, Dr Mary Mooney |
Scheme | Research Project |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2016 |
GNo | G1301337 |
Type Of Funding | C2300 – Aust StateTerritoryLocal – Own Purpose |
Category | 2300 |
UON | Y |
FEDUA ECR Fellowships$16,500
Funding body: Faculty of Arts and Social Sciences, University of Newcastle
Funding body | Faculty of Arts and Social Sciences, University of Newcastle |
---|---|
Scheme | Early Career Researcher Fellowship |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
International Theatre for Young Audiences Research Network - ASSITEJ World Congress, Warsaw Poland, 23-31 May 2014$2,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Christine Hatton |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400604 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Perspective and Limits of Dialogism in Mikhail Bahktin & the Dialogic Pedagogy Institute, Waikato NZ, 15-19 January 2014$1,305
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Christine Hatton |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1301242 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20131 grants / $1,500
8th IDEA World Congress, Universite Paris VII Diderot, 8 - 13 July 2013, $1,500
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Christine Hatton |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1300617 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20122 grants / $6,500
Devising the Future: Drama as a 21st Century Pedagogy$5,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Christine Hatton |
Scheme | New Staff Grant |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | G1200741 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
7th International Drama in Education Research Institute, University of Limerick, Ireland, 10- 15 July 2012$1,500
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Christine Hatton |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2013 |
GNo | G1200553 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | An Ethnographic Study Exploring How Phronesis And Tacit Knowledge Is Created In Performing Arts Education. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | Circles of Connectedness: The Capacity of Drama to Empower Educational Communities through Concentricity with the Circle of Courage | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | Conveying Synesthetic Resonance: Impact of Jacques Lecoq’s Pedagogy on the Creative Processes of Contemporary Performance Makers | PhD (Drama), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | Devised Theatre and Contemporary Ensemble: Investigating Creative Practice in Industry and Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
Dr Christine Hatton
Position
Senior Lecturer
School of Education
College of Human and Social Futures
Focus area
Drama
Contact Details
christine.hatton@newcastle.edu.au | |
Phone | (02) 4348 4105 |
Fax | (02) 4348 4075 |
Office
Room | EN203 |
---|---|
Building | Education and Nursing |
Location | Ourimbah 10 Chittaway Road Ourimbah, NSW 2258 Australia |