a) La globalización y el papel del Estado en la economía

This stage consisted of three approaches which aimed to ensure that both quantity and quality of data existed in accordance with the four research aims and to interrogate the relevance of the data in relation to the research objectives. The approaches are presented in Table 3.11 Stage Two Data Analysis.

Stage One Action Purpose

Collated data into five separate cases; To gather five discrete and distinct examples of practice and facilitate analysis;

Created one document which included the entire raw data: Research Log and

Data from Five Cases;

To create one collection of all data that is referenced in one compatible format. The hard copy was used to mark and highlight reflections and observations;

Mapped the data in terms of the three concepts in the research title:

‘directorial intervention’; ‘theatre- making’; ‘social change’ according to the five directors;

To critically reflect on the data in its entirety and select recurring

phrases, generic and unique points of philosophy and practice;

Searched all the data in the section Entitled Researcher’s Reflective Evidence in Research Log and Data

from Five Case Studies.

To re-familiarise myself with the concepts and theories observed and noted during the fieldwork data- gathering.

Stage Two Action Purpose

Colour code all data according to the four research aims;

This offered a clean and concise approach to begin to categorise actions;

Collate data text according to research objectives;

To offer a new perspective on the data, which interrogates direct quotations and examples of practice according to each research objective, noting the data gathering approach from which they

emerged; Create summary

statements from the evidence in the data text.

To write short summaries which are drawn from the text according to objectives. The summaries will synthesise, categorise and reinterpret the data.

Table 3.11 Stage Two Data Analysis

In this exercise, each of the four aims was allocated a colour and the raw data examined in its entirety. Any data-text judged to be relevant to a particular aim was highlighted. The four aims reflected particular positions in the research journey, which included ‘critical interrogation’ (Aims 1 and 2), ‘a theoretical framework’ (Aim 3) and, ultimately, the articulation of ‘an alternative model’ (Aim 4). Colour coding provided useful insight into patterns and preliminary themes. Although it cannot capture the fuller details and implications of the data, it represented a broad sweep which provided another vista from the personal, reflective analysis that constituted the approaches in Stage One.

The second exercise, collating data evidence alongside specific research objectives, provided evidence of concepts and themes within single cases. Connections between the director’s practice, theory, working style and artistic vision offered a more coherent perspective on the totality of directorial practice. See Table 3.12 Collating data text according to objectives for further illustration.

Objective Data Text

Identify frequent examples of

intervention from the case study data

The metronome exercise: the director asks for the whole play to be performed without words via a chronological sequence of images; set to the pace of a metronome;

Observation Day 1 (pp. 160-161)

Director asks actors to ‘play’ on the set, without touching the floor. This developed a sense of spatial ownership; significant to the performance style in which roles and locations, are re-imagined simply and economically;

Observation Day 2 (p. 167)

Table 3.12 Collating data text according to objectives

The third exercise involved summary-statements. These were written on the basis of text attributable to each of the research objectives. It is not suggested that the summary-statements are definitive, only that they created a synthesis of data in a way which highlighted potential theory; condensing the data. They offered a summary from which other meaning could be interpreted or become apparent. Significantly, they transformed the analysis process from one of describing and collating data to one of theory generation.

The process of writing summary-statements followed these stages:

• Text was refined and condensed into a clear statement which summarised a particular dimension of practice, evidenced by data;

• The data-gathering strategy from which the data was produced was noted for future investigation;

• When feasible, direct quotations from the director were included; • The summary-statement was drawn from the text and recorded

• Further questions which arise from the summary-statement and which offer the potential for investigation were recorded. In the following example, the ‘further questions’ are presented beneath the statement.

Research Objective Summary-statement

Identify frequent examples of

intervention from the case study data

‘The sequence which transforms the children from their real context into the fictional world of the programme is achieved through a process of contracting: watching a video clip; examining objects in role; moving physically from the mobile classroom to the museum. At this point in the rehearsal, the director asked the teacher-actors for a walk-through of the sequence in real time,

imagining the moment the children will arrive on the bus. The director breaks down the information that the children require into specific points and explains how the entry into the museum must be a ‘mixture of moving, observation and gradual absorption’. In the walk-through, the director assumes the role of a child, responding, questioning and listening’ (pp. 41-43).

Further Questions How is the directorial vision being communicated? What are the key moments in the contracting process, between actors and children?

How do directors enable actors to facilitate and remain in role?

Were there alternative ways of preparing the actors for this stage of the programme?

Does the director become an ‘outside eye’? What dimensions of the actor role exist, as the children ‘move, observe and become absorbed’?

How helpful is the technique of modelling children’s responses? Is it a process which allows actors to

develop their own skills or does it produce standard responses, as actors follow the director’s example?

Table 3.13 An example of a summary statement

The technique served a number of purposes: it collated large amounts of text; it created a coherent statement; it sustained an objective distance between researcher and the data; it produced valuable, unforeseen questions about theory and practice.

Stage Two began the process of theory generation. Writing statements and summaries created a new phase of analysis in which I became more detached from the raw data. Stage Three developed a further level of objectivity through the analytical process of coding.