Rachelle Palnick Tsachor

    Email Address: rtsachor@uic.edu
    College: Architecture and the Arts Department: Theatre and Music
    Title: Associate Professor of Theatre Movement
    Office: L424 ETMSW Phone: 3196211803
    Webpage: http://theatreandmusic.uic.edu/directory/rachelle-tsachor
    Participating in the Chancellor’s Undergraduate Research Awards program: Yes

    Research Interest:
    Theatre Movement, Whole body movement, Personality and Movement, Science Ed, expression, emotions, Somatics, Movement Analysis, Movement and Learning, Non-verbal communication, Human-Machine Interactions, Automated emotion recognition,

    Minimum time commitment in hours per week: 2

    Qualifications of a Student:
    Organized, friendly, reliable, consistent & accurate with details
    Curious, can work independently, and also will ask questions

    Interest in Theatre, Education, Psychology, Social Sciences, Kinesiology or Movement.

    Preeferred: GPA 3 or higher

    Brief Summary of what is expected from the student:
    Assist in Movement Research on these and other projects.

    1. Assist funded research into relationships between movement and personality. CURA students' primary responsibility is to help enroll participants, interview them via Zoom, administer a questionnaire, and store this according to our IRB. IRB training is provided.

    2. Assist NSF-funded research into movement and learning in collaboration with CPS teachers, teaching artists, and researchers from the College of Education. CURA students will observe video-recordings of classroom enactments of science concepts, and annotate them from a theatre, movement and/or educational perspective. CURA students may help staff and tech any plays that CPS students perform at UIC theatres, or their visits to UIC.

    3. Assist with Movement and Creativity projects, such as Arts & Humanities awards, or awards for creative activity (e.g. Making Inclusive Theatre: Shakespeare's Richard III as Disability Art)

    4. Movement and Computer Vision: Assist in helping computer scientists develop automated identification of expressive movement.

    5. Theatre Movement practice research at UIC--such as Styles, Theatrical Intimacy, Movement Design.


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    More Details on the projects:
    1. This project aims to scientifically investigate the relationship between personality traits as depicted by the Five factor Model – the most commonly used model in psychology for personality assessment, and personal movement patterns as depicted by Laban Movement analysis (LMA), a commonly used tool for movement assessment.

    As part of this 2-year, multi-site study, CURA students will help at all stages, from IRB revisions, through data organization, storage and analysis.

    2. The second research project is a collaboration with researchers in the College of Education and CPS teachers. STAGE: Science Theater for Advancing Generative Engagement has developed innovative use of theater and movement to strengthen science learning in elementary and middle school classrooms in Chicago schools. Our partner schools educate large numbers of students of color and students with a variety of ethno-linguistic heritages. STAGE supports and explores students’ engagement with science concepts and practices and the development of science identities through the use of two types of embodied performances: experiential performances where students sense science concepts, processes, and phenomena with their bodies; and dramatic performances where students act out science concepts, processes, and phenomena they cannot see, feel, or experience. Drawing from sociocultural theories of learning and embodied ways of knowing, we believe connecting ideas, actions, representations, and positionings through engaging with peers and teachers in varied semiotic systems is necessary for meaningful construction of science knowledge and science identity. This is especially true for students of color who have historically and pervasively been minoritized in science and in science education. By expanding conceptions of what constitutes science learning for both students and their families, we aim to not only position students of color and students from other minoritized communities as brilliant creators of science knowledge but also to generate consequential knowledge in the field of science education around the integration of science-based and arts-based ways of understanding the world that come from students who have been often and unjustly positioned as underachievers.

    Contact researcher via URE Email Webform

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