Educational Drama as Cultural Dispossession

2013 ◽  
pp. 121-152
Keyword(s):  
Educational Drama

Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part One: Where Dorothy Came From, What She Did, and How It Can Support Language Development

2013 ◽  
Vol 2 (1) ◽  
pp. 4-12
Author(s):  
Ben Cowburn
Keyword(s):  
Language Development ◽  
Language Learners ◽  
Language Teachers ◽  
Process Drama ◽  
Drama Education ◽  
Educational Drama ◽  
Language Classrooms ◽  
Dorothy Heathcote ◽  
The 1960S ◽  
The Many

From the 1960s onwards, Dorothy Heathcote became a highly influential figure in UK drama education. Her practice, based around unscripted, participatory dramas in which students were often guided by a teacher working ‘in role’, helped to shape the way drama is taught in schools today, particularly within the process drama approach. Influenced by a range of educational theorists and practitioners, Heathcote developed a style of educational drama that she saw as being distinct from ‘theatre’, and more concerned with experiencing drama than performing it. To this end, she developed a number of dramatic techniques, such as ‘Teacher in Role’ and ‘Mantle of the Expert’, to help students inhabit dramatic contexts and learn through the direct imagined experience of a particular place, time or problem to be solved. These techniques have much to offer language teaching, particularly when communication is the main goal. Placing students in dramatic contexts is claimed to enhance motivation and engagement and lead to more truly authentic communication than is often found in language classrooms. Using a framework based on Heathcote’s techniques, and those developed by other process drama educators, language teachers can begin to explore the many benefits drama can offer language learners.

scholarly journals Drama in Education for Sustainable Development: Preservice Preschool Teachers on Stage

2018 ◽  
Vol 7 (5) ◽  
pp. 102 ◽  
Author(s):  
Tugce Akyol ◽  
Deniz Kahriman-Pamuk ◽  
Ridvan Elmas
Keyword(s):  
Sustainable Development ◽  
Cultural Awareness ◽  
Positive Impact ◽  
School Teacher ◽  
Education For Sustainable Development ◽  
Drama In Education ◽  
Educational Drama ◽  
Childhood Education ◽  
Economic Ground ◽  
Field Notes

Early childhood education for sustainable development roots on environmental, socio-cultural and economic ground for encouraging lifelong learning and improving values and behaviors that support sustainable development such as use of natural resources, cultural awareness, gender equality, and democracy. Educational drama contributes to the development of skills necessary for sustainable development such as communication, cooperation and decision-making. This study has two main objectives: the former is to raise awareness and to develop these skills of pre-service teachers by organizing drama activities in Education for Sustainable Development (ESD); the later objective is to implement and to evaluate the activities based on the data collected from pre-service teachers and from one specific pre-school teacher, in whose classroom these activities were carried out. Phenomenographic approach was adapted for the current study and the data was collected through interviews, photos, and field notes. The study shows that the drama activities increase awareness and improve skills for ESD within pre-service teachers. Furthermore, opinions and experiences of the pre-service teachers and the preschool teacher state that drama has positive impact on learning of pre-school children about sustainable development.

Solidarity, with Differences

1986 ◽  
Vol 2 (7) ◽  
pp. 285-286
Author(s):  
Jon Nixon
Keyword(s):  
Significant Contribution ◽  
Educational Drama

DAVID HORNBROOK'S articles in New Theatre Quarterly are a timely and significant contribution to the debate on drama in schools. They articulate a persuasive critique of the ‘progressive’ roots of educational drama, raise important questions about where drama should be placed in the curriculum, and rightly stress the need for teachers to define clearly the content of their discipline.

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