Associate Professor Gavin Baker
Gavin's academic journey has been diverse, having studied at Rhodes University, the University of Stellenbosch and the University of Zululand in South Africa. He has an undergraduate degree in Drama and Anthropology, followed by a Masters degree in Voice and Speech, which focused on helping second-language learners of English. Gavin also has a doctorate in Applied Theatre and Corporate Communication, where he explored the use of theatre as a tool for change in post-apartheid South African businesses.
Gavin has had an active career taking part in drama-based projects for various purposes and participants. These projects include conflict resolution, AIDS education, workplace skills training and improving interview and presentation techniques, as well as emotional intelligence.
Drawing inspiration from his time at the University of Zululand, Gavin has explored actor training techniques, incorporating oral traditions and storytelling, and continues to explore alternative viewpoints in performance training.
Currently, Gavin is committed to devising efficient and pertinent methods for imparting skills in education in universities. His aspiration to create a beneficial influence in the domains of theatre and education motivates him to keep searching for new and inventive pathways.
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Qualifications
DPhil (University of Zululand)
MDram (University of Stellenbosch)
BA (Hons) Rhodes University
CFET
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Memberships
Fellow of the Royal Society for the Encouragement of Arts, Manufactures and Commerce (FRSA)Senior Fellow of the Higher Education Academy (SFHEA)
Teaching
Gavin brings an extensive 30-year teaching career to our University, with expertise spanning various aspects of theatre such as acting, directing, movement, voice, performance and contextual studies. His rich professional background deeply informs his approach, anchoring practice and context as the core pillars of his teaching philosophy.
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Research and publications
Articles
Mersham, G. and Baker, G. (2002). Industrial theatre as a negotiated dramaturgy. In the South African Theatre Journal, Volume 16:
Mersham, G. and Baker, G. (2003). A communication model for industrial theatre as a negotiated dramaturgy. In Alternation 10,1. Perspectives on Cognitive Science pp163 -194.
Book chapter
Baker, G. (2019). Pausing to (re)frame: using actioning and positive reflection in performative learning and teaching. In Leap into action: Critical performative pedagogies in art & design education. Campbell, L. (ed). Peter Lang USA.
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Conferences
Baker, G. (2018). A performative approach to textual analysis. London Conference on Critical Thought, University of Westminster, London.
Baker, G. (2017). A performative triptych in teaching performing arts. Provocative Pedagogies Conference, University of Lincoln, 14 October 2017.
Baker, G. (2008) I can’t be arsed. The Narrative Practitioner Conference, Glyndŵr University, 23-25 June 2008.
Baker, G. (2007) The first year experience of HE. The Narrative Practitioner Conference, Glyndŵr University, Wrexham, 11- 13 June 2007.
Baker, G. (2007) Using narratives in the negotiated dramaturgy. The Narrative Practitioner Conference, Glyndŵr University, Wrexham, 11 -13 June 2007.
Baker, G. (2000) Researching that thing called industrial theatre. The South African Society for Theatre and Performance Research, Annual Conference. Pretoria University, 24-26 September 2000.
Baker, G. and Van der Merwe, M. (1999) Community empowerment: creating the tools from within, creative conflict management in KwaZulu/Natal. The South African Political Studies Association’s Biennial Congress on Political Studies at the Turn of the Millennium, Mossel Bay, 29 June - 2 July 1999.
Baker, G. (1997) The use of drama based skills in human relations training. The SAADYT Conference, Grahamstown, 1997.
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Research degree supervision
- Applied theatre
- Dramaturgy
- Performance practice
