‘The show must go on!’ group formation and affectivity: some considerations for group work in higher education performing arts programmes.
Author: Tom Maguire, University of Ulster, email: tj.Maguire@ulst.ac.uk

A full version of this paper is published in Rust, C. (ed) 2003 Improving Student Learning 10:  Improving Student Learning Theory and Practice 10 years On. Proceedings of the 2002 10th International Symposium. Oxford:Oxford Centre for Staff Learning and Development, pp.333-341.

Despite the centrality of group work in the practices of the performing arts within the educational and professional settings, little research has been hitherto undertaken into the processes of group working within these disciplines in the higher education sector. Based on literature in related disciplines and research within the Assessing Group Practice project, this paper examines some considerations to be addressed in the processes of group formation.

Evidence is presented of the desirability of groups which are heterogenuous since group members have to both manage the achievement of tasks and maintain the group itself; processes which require a range of skills, aptitudes and behaviours. Notwithstanding this evidence, there appears less emphasis within the United Kingdom’s higher education performing arts sector on such group maintenance roles due to the predominance of task roles associated with or derived from processes of theatrical production.  Nonetheless, it is argued that the ways in which groups are formed, the first stage in the group maintenance process, will have a direct impact on the tasks achieved, the experience of group work and the learning which results. The paper examines a variety of ways in which groups are formed. This includes formed, compulsory and natural groups. The conclusion rests on the claim that the alignment between the needs and values of individuals and those of the groups of which they are members has a significant effect as a motivating factor. Group cohesion is presented as a key indicator of such alignment. Moreover, many of the problems associated with group work, such as low or late attendance, superficial cooperation or other forms of sabotage, may be avoided if such a motivational context can be created. A number of examples of effective practice from across the sector are presented to support this. Based on these examples, it is suggested that election and selection are important processes in ensuring such group cohesion, individual motivation, and deeper engagement with group tasks. These are particularly pertinent within the performing arts since they are embedded within many of the theatrical processes which are used routinely already.

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