摘要：This article explores an emerging educational theatre company in Vancouver, British Columbia by investigating how the creators embrace their multiple roles as artists, researchers, and teachersin their effort to promote literacy in schools. The authors begin by exploring notions of identity within an a/r/tographic framework. They then define their understanding and usage ofa/r/tography—a practitioner-based methodology that emphasizes living inquiry and reflective practice. They conclude with a dramatized dialogue about the process of researching, creating, and producing two touring theatre shows about literacy for young children. Using a/r/tography as a methodology allowed the authors of this paper to observe and pay close attention to the research data while still honoring the creative process of making theatre.
