Challenges associated with assessing teaching delivery in an embodied, experiential and expressive learning environment: Performance practice training and pro-teaching

Abstract

The peer review and observation of teaching (PRO-Teaching) discussed in this chapter is based on my facilitation of a professional studies introductory acting class for first semester first year students Introduction to Performance Skills I reflect on the PRO-Teaching model from a performance (theatre) technique delivery position that advocates the implementation of embodied experiential and instinctual behavioural practice as learning.