معرفی
Dr. Tracy Crossley serves as Lecturer and Subject Group Head for Performance within the School of Arts, Media and Creative Technologies at the University of Salford, with additional affiliation to the Creative Technology Research Centre. Joining Salford as a full-time lecturer in 2001 after teaching at Lancaster University, she maintains an active dual role in education and research within contemporary performance practices.
Her academic credentials include:
- BA (Hons) Theatre Studies from Lancaster University (1991-1994)
- MA Contemporary Theatre Practice from Lancaster University (1994-1995)
- PhD in Visuality in Film and Theatre from Lancaster University (1995-2001)
Dr. Crossley's research centers on Contemporary Performance and Postdramatic Theatre, specifically exploring intersections between Stanislavsky's methodology and postdramatic practices. Her groundbreaking work includes developing the Performance Projection Paradigm for intermedial dance and creating practical frameworks for emotion memory applications in non-narrative performance. She investigates how performers mine personal experiences within experimental frameworks and how projected imagery interacts with embodied presence.
Her publication record demonstrates consistent focus on performance methodology evolution, with her 2025 thesis establishing the Performance Projection Paradigm as a significant contribution to intermedial practice. The 2018 handbook 'Making Postdramatic Theatre' provides essential pedagogical resources, while her journal article and conference presentation on Quarantine Theatre's 'Wallflower' reveal methodological bridges between traditional and contemporary performance approaches.
As an educator, Dr. Crossley supervises PhD candidates in Theatre Studies with expertise in Postdramatic Theatre and Contemporary Performance. She leads the final year Theatre Project module culminating in the Debut festival, teaches 'New Trends in Theatre & Performance' at third-year level, and delivers foundational instruction through 'Performance in Context' for first years. Her supervision philosophy emphasizes practice-as-research methodologies and encourages exploration of interdisciplinary connections within performance creation.
