Losing sight of land: tales of dyslexia and dyspraxia in psychophysical actor training

Abstract

This article reports on the findings of a research project into the impact of psychophysical actor training methods on neurodiverse students. It illustrates how the application of a Social Theory of Learning Difference reveals the mechanisms whereby these training methods dysconsciously discriminate against those students who are dyslexic and/or dyspraxic learners. The research findings recognise the inherent value of psychophysical methods in the training of actors but suggests that there is a need to move away from a singular Psycho-Medical Theory of Learning Difference and to adopt a framework of learning difference based on the social model of (dis)ability, which requires institutions to adapt their provision to better meet a diverse range of needs. A revision of psychophysical approaches is proposed, which draws on a neuroscientific theory of experiential practice and a psychological framework of actor engagement. This new approach seeks to enhance the effective communication of embodied knowledge and skills in diverse actor training contexts and to allow students who are dyslexic and/or dyspraxic learners equal access to that learning.

Keywords:

• psychophysical
• dyslexia
• dyspraxia
• neurodiversity
• actor training

Notes

¹ Science, Technology, English and Maths.

² In his 2010 paper ‘Towards a Social Reality of Dyslexia’, Stephen MacDonald recognises that ‘in the UK, definitions of dyslexia have been reported to be unclear’. In terms of dyspraxia, Afroza Talukdar (2012, p. 8) writes that ‘nationally and internationally, there continues to be a lack of consensus regarding both the definition and description’.

³ My research has included students who are dyslexic, dyspraxic or both. There has been much discussion as to the overlap and neurological causes of these conditions (see Kirby and Drew 2003, pp. 1‒6; Reid 2009, pp. 10‒11); however, taking a social model within a grounded theory framework I focus on the phenomena occurring within my study without needing to attribute them to specific learning conditions. Anecdotally, some aspects of my changing practice also seem beneficial for students with Attention Deficit Disorder (ADD)/Attention Hyperactivity Deficit Disorder (ADHD).

⁴ Whilst diagnosis fits with the psycho-medical model that I have moved away from in my own work, it does open up valuable additional learning support and I recognise that for many of my students this has been of immense value to them.

⁵ F.M. Alexander is the originator of the Alexander Technique. The principles of this technique are taught, to some degree, on many actor-training programmes.

⁶ Anecdotally, I have found that the psychological half of this cycle is similar for students who are not dyslexic and/or dyspraxic learners but have low self-esteem stemming from other aspects of their mental health and well-being. Adaptations made to my teaching and learning approaches seem to be having a positive effect for these students as well.