The Reflective Practitioner Case Study (RPCS) methodology, as defined by John O’Toole in Doing Drama Research (2006), is situated within the broader category of qualitative practice-led research, with a focus on inducing practice based data for analysis and research. This article details my application of the RPCS methodology when researching the process and impact of verbatim theatre practice within the context of writing and performing the verbatim play bald heads & blue stars. I provide examples of the triangulated documentation of the creative process, demonstrate strategic planning for the induction of data in order to research the values that influence practice, and the approach used to explore the impact that being involved in a verbatim theatre process has on the interview subjects. While elsewhere I have published the findings of my research into the verbatim theatre process, values and impact of the bald heads & blue stars project, this article focuses specifically on the strategic implementation of various RPCS methods, such as interviewing, critically reflective journals (both written and audio recorded) and the archiving of external and integral materials related to the practice of writing and performing a verbatim play. This article systematically outlines the comprehensive and triangulated approach for inducing data and documenting a creative project when conducting practice-led research using a Reflective Practitioner Case Study.


Practice-Led Research, Reflective Practitioner, Case Study, Verbatim Theatre

Author Bio(s)

Dr. Sarah Peters is a playwright, theatre practitioner and Lecturer in Drama at Flinders University. Her verbatim plays engage with communities to tell the shared stories of experience, such as young people navigating mental health and wellbeing in twelve2twentyfive (2013, 2015) and pilgrims on the Camino de Santiago looking for belonging in Blister (2019). Sarah’s most recent publications include Verbatim Theatre and a Dramaturgy of Belonging (2019) and The Pedagogy of Pilgrimage on the Camino De Santiago written into performance (2019). Sarah’s practice includes facilitating playwriting and collaborative theatre making projects, most recently with D’faces of Youth Arts and ExpressWay Arts (Carclew) in SA. Please direct correspondence to sarah.peters@flinders.edu.au.

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Creative Commons Attribution-Noncommercial 4.0 License
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