Morag Morrison
Position/Status
Senior Lecturer in Drama and English
E-mail Address: mgm25@cam.ac.uk
Phone: 01223 767570
Qualifications
M.A. Language, Arts and Education, University of Sussex, U.K
B.A Drama and Media, Griffith University, Australia
Graduate Diploma of Teaching, Griffith University, Australia
Membership of Professional Bodies/Associations
IDEA.International Drama in Education Association
Drama Australia
National Drama (U.K.)
QADIE
Profile
Morag has been working in the Faculty of Education since 2002. She lectures on undergraduate, graduate and postgraduate courses in Drama and Arts Education.
Prior to working in the United Kingdom Morag was involved in Drama across a range of settings in Australia. She was the Head of Performing Arts in two secondary schools before she began lecturing in Drama Education and Teacher Training at tertiary level.
She performed professionally as a member of the Red Jam collaborative theatre company and was Educational Advisor to the Australian Acting Academy, an actor training company for young people, before she arrived in Britain to commence teaching in at Homerton College in 2000.
She is currently completing her PhD in drama, peer teaching and conflict resolution. Her research interests include drama teacher training, reflective practice and arts education, student voice and peer teaching.
- Academic Area/Links
- Drama education
- Drama and Contemporary Cultural theory
- Peer teaching
- Conflict management theory and drama praxis
- Arts education and culture
Research Topics
- Drama teacher training
- Peer teaching
- Drama and conflict management
- Arts education and culture
Current Research Projects
Morag is currently completing a PHD research into the role drama and peer teaching can play in educating adolescents about conflict and conflict resolution. This work is part of a larger international project, DRACON - a project that has been in operation since 1995 pioneering research into drama and conflict management in Sweden, Malaysia and Australia. Morag's research is a case study of three adolescent girls and their experiences as peer teachers and drama and conflict project participants. Emergent findings suggest that both participation in drama and the students' role in peer teaching others can significantly enhance both self-esteem and the abilty to manage conflict situations in real-life as a result of working with others in fictional dramatic contexts.
Course Involvement
- Lecturer/Co-ordinator - Drama component of English and Drama Secondary PGCE
- Examiner - KS2/3 PGCE
- Lecturer/Course Studies tutor - Drama Education component of Education Tripos and B.A.
- Link Lecturer - Secondary PGCE
- Lecturer - MPhil. Arts, Education and Culture.
Publications
Morrison.M, Stinson.M. (1995) Reflections on Practice: Playbuilding in the Post-Modern Cultural Arena Selected Readings in Drama and Theatre education. Research monograph Series: 3. NADIE Publications
Morrison, M. (2000) Commotions on Stage: making theatre for young people. Ignite3 - Journal of Queensland Theatre Arts Network, Edited: Michael Beh
Morrison, M. (2004) Risk and responsibility: the potential of peer teaching to address negative leadership. Improving Schools, Vol.7. No.3, 211-220, November.. SAGE Publications.
Finney J, Hickman R, Nicholl B, Morrison M & Rudduck J, (2005) Rebuilding Engagement through the Arts. Cambridge. Pearson Publications. I just felt right, I was listened to, and it made me feel proud. Morrison, M (2005) in J. Finney et al.
Finney J, Hickman R, Morrison M, Nicholl B and Rudduck, J. (2005) Rebuilding Engagement through the Arts. Cambridge. Pearson Publications. Extending opportunities. Finney J, Morrison, M, Rudduck J (2005) in J. Finney et al.