@article{oai:nagoya.repo.nii.ac.jp:02005285,
 author = {中山, 佳子 and NAKAYAMA, Kako},
 journal = {名古屋大学人文学フォーラム, Humanities Forum, Nagoya University},
 month = {Mar},
 note = {In Japan, as a super-aged society, supporting senior citizens to participate in social activities is a societal challenge. Senior Japanese citizens have been engaging in various activities, and this paper focuses on one of them: the senior theatre. In recent years, the senior theatre has become one of the popular cultural activities among senior Japanese citizens. Interestingly, most of the participants join as beginners, thus will learn how to perform/act through the club activity. This paper aims to describe the process of participation in the senior theatre club and clarify the participants’ learning process by focusing on the spatial configuration of the training space. With this aim, qualitative data from members of a senior theatre club in the Tokai region was collected through participant observation and semi-structured interviews. By applying Lave & Wenger’s concept of legitimate peripheral participation, this paper analyses data, showing that the arrangement of the training space both expands and limits the participants' participation style. There are three types of arrangements of the training space: a space with a grouped desk, a space with a grouped desks and a staging area, and a space with a stage and audience seats. The early stage of practice was conducted with the first arrangement where participants sat around grouped desks and read through the script. After several times of reading, the spatial arrangement was changed to comprise a staging area along with the grouped desks. With this arrangement, participants start moving while they read the script. Finally, before the public performance, participants practiced in a space with a stage and audience seats. These shifts in the training space arrangement affects the participants' performance, such as their gaze or posture. Also, it affects their style of engagement, such as communication and learning style. In addition, as the practice phase progress, participants become more aware of their role and sense of belonging in the senior theatre club. In senior theatre, learning is not a simple task of memorizing. Instead, by engaging with other participants through training, participants understand how they should act/perform and acquire the attitude they need to obtain as an actor: the participation itself is a learning process.},
 pages = {373--387},
 title = {シニア演劇活動への参加過程の分析 : 東海地方で活動するシニア劇団の稽古場から},
 volume = {6},
 year = {2023}
}