Andrew Davidson

Andrew Davidson is a Senior Lecturer in Acting & Musical Theatre and Programme Leader for the BA (Hons) Theatre at the Guildford School of Acting (GSA), University of Surrey, within the Faculty of Arts, Business and Social Sciences. He is also a Fellow of the Institute for People-Centred AI, Academic Integrity Officer, Chair of Validation Panel, LGBTQIA+ Awareness Trainer, Wellbeing Champion, and Mental Health First Aider at the university. A graduate of NIDA and the University of Sydney, he holds advanced qualifications in Dalcroze Eurhythmics and Kodály Musicianship, and is completing a PhD by Prior Publication at Surrey.

His educational background includes:

• Master of Music, Longy School of Music of Bard College, USA
• Postgraduate Diploma in Directing, National Institute of Dramatic Art (NIDA), Australia
• Postgraduate Diploma in Composition, University of Sydney, Australia
• Bachelor of Arts in Theatre, University of New South Wales (UNSW), Australia
• Bachelor of Music (Honours Class I), University of New South Wales (UNSW), Australia
• Diplôme Supérieur, Institut Jaques-Dalcroze (IJD), Switzerland
• Certificate in Kodály Music Education, British Kodály Academy (BKA), UK
• Cambridge CELTA, University of Technology Sydney (UTS), Australia

Andrew Davidson's research centers on the intersections of theatre, music, and movement in performer training, with a strong emphasis on wellbeing in the performing arts. His work explores embodied learning, the role of rhythm, and pedagogical connections between Dalcroze Eurhythmics and actor training methodologies such as Meisner Technique and Viewpoints. He investigates how listening, improvisation, and creative collaboration enhance performance training and student resilience. His research is interdisciplinary, bridging music education, sociology, and theatre pedagogy to develop holistic approaches in conservatoire education.

His publications demonstrate a consistent focus on the integration of music and movement in actor training, particularly through Dalcroze principles. Key themes include listening as a core skill, the influence of historical institutions like Hellerau, and wellbeing frameworks derived from solfege systems. His work spans journals such as Theatre, Dance and Performance Training, Research in Dance Education, and Stanislavski Studies, as well as international conference presentations and book chapters on resilience and pedagogy.

Andrew Davidson has received several recognitions, including:

• ATYP Tutor of the Year (2006)
• Fellow of the Higher Education Academy (FHEA)
• Fellow of the Royal Society of Arts (FRSA)
• Fellow of the Institute for People-Centred AI
• Vice President of Fédération Internationale des Enseignants de Rythmique (FIER)

He has advised students such as Denise Silvey, and his leadership extends to external roles including External Examiner for Staffordshire University partner institutions and editorial board membership for Le Rythme. He has directed numerous productions across acting, musical theatre, and opera, and continues to contribute to curriculum development and educational innovation in the performing arts.