© 2018

A Theatre Laboratory Approach to Pedagogy and Creativity

Odin Teatret and Group Learning


Part of the Creativity, Education and the Arts book series (CEA)

Table of contents

  1. Front Matter
    Pages i-xliii
  2. Tatiana Chemi
    Pages 1-44
  3. Tatiana Chemi
    Pages 45-81
  4. Tatiana Chemi
    Pages 129-167
  5. Tatiana Chemi
    Pages 183-202
  6. Back Matter
    Pages 243-263

About this book


This book considers the pedagogy of the theatre laboratory, focusing on seminal theatre group Odin Teatret. It provides a detailed discussion of the historical background to theatre laboratories, including their conception, before moving on to specific examples of how the work at Odin Teatret crosscuts creativity, pedagogy, and research practices. The book draws on a range of insightful sources, including historical readings and previous literature, interviews with members of the theatre group, autoethnographic pieces, and personal experiences. Its unique narrative brings fresh insights into how to establish inquiry-based learning laboratories, in order to re-think higher education. It will be an invaluable resource for students and academics working on performance, creativity studies and pedagogy.


Theatre and education Learning through drama The stage, learning and education Pedagogy and drama Jerzy Marian Grotowski Konstantin Sergeievich Stanislavski Odin Teatret

Authors and affiliations

  1. 1.Department of Learning and PhilosophyAalborg UniversityAalborgDenmark

About the authors

Tatiana Chemi is Associate Professor at the Department of Learning and Philosophy at Aalborg University, Denmark.

Bibliographic information


“This book is really enjoyable to read, especially for me as a drama teacher and a strong believer in using drama and theatre as a form of pedagogy. It is about learning in a theatre laboratory as opposed to the limitations of traditional school education. … This book should speak to experts in drama and theatre, both in academic and non-academic settings, offering insightful knowledge into group learning, peer learning and the purpose of learning in higher education.” (Rannveig Björk Thorkelsdóttir, Organizational Aesthetics OA,, Vol. 7 (1), July, 2018)