Pub Date : 2021-12-31DOI: 10.1080/14452294.2021.2013630
Ayomi Irugalbandara
The COVID-19 pandemic has impacted all levels of education around the world in many ways, including in Sri Lanka. In higher education institutions this has involved an unexpected and ‘forced’ transition from face-to-face to remote teaching and learning modes, with universities being required to create new types of learning environments. This paper reports on work with students in a pre-service Drama and Theatre teacher education degree, with a focus on the final year professional practice component. It reports on an innovative approach involving Zoom technology, adopted not only to evaluate students’ learning outcomes and pre-service capabilities, but also to strengthen their collaborative and creativity skills. The findings of the study contribute to strengthening understanding of the potential of virtual, technology-based approaches such as Zoom in changed teaching and learning conditions, and signpost possible future research directions in terms of integrating technology and online delivery for Drama and Theatre teacher education.
{"title":"The potential of Zoom technology for enabling creativity in the drama classroom through peer-assisted learning and group collaboration in pre service teacher education","authors":"Ayomi Irugalbandara","doi":"10.1080/14452294.2021.2013630","DOIUrl":"https://doi.org/10.1080/14452294.2021.2013630","url":null,"abstract":"The COVID-19 pandemic has impacted all levels of education around the world in many ways, including in Sri Lanka. In higher education institutions this has involved an unexpected and ‘forced’ transition from face-to-face to remote teaching and learning modes, with universities being required to create new types of learning environments. This paper reports on work with students in a pre-service Drama and Theatre teacher education degree, with a focus on the final year professional practice component. It reports on an innovative approach involving Zoom technology, adopted not only to evaluate students’ learning outcomes and pre-service capabilities, but also to strengthen their collaborative and creativity skills. The findings of the study contribute to strengthening understanding of the potential of virtual, technology-based approaches such as Zoom in changed teaching and learning conditions, and signpost possible future research directions in terms of integrating technology and online delivery for Drama and Theatre teacher education.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"43 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89977016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-08DOI: 10.1080/14452294.2021.2014719
Susan Davis, J. O'Mara
{"title":"A voice for community during unsettling times","authors":"Susan Davis, J. O'Mara","doi":"10.1080/14452294.2021.2014719","DOIUrl":"https://doi.org/10.1080/14452294.2021.2014719","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"4 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82559945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/14452294.2021.2014122
Joanne O’Mara
{"title":"Stand up for literature: dramatic approaches in the secondary English classroom","authors":"Joanne O’Mara","doi":"10.1080/14452294.2021.2014122","DOIUrl":"https://doi.org/10.1080/14452294.2021.2014122","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"2 1","pages":"160 - 161"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89191708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/14452294.2021.2011045
Olivia McAtamney
ABSTRACT This article examines the pedagogical potential of drama-rich processes to develop and improve oracy skills for students learning English as an additional language or dialect (EAL/D). Research was conducted through a multi-level, qualitative case study of Sydney Theatre Company and University of Sydney’s School Drama ™ program. School Drama is a co-mentoring teacher professional learning program that promotes a dual focus of developing teachers’ capacity to use drama pedagogy with literature, and improving literacy outcomes and engagement for students. The research context was an intermediate Intensive English class at a western Sydney secondary school, involving students from refugee backgrounds. Data gathering included observations, focus groups, teacher interviews, and artefact analysis. While this instance of the program presented behavioural and structural limitations, benchmarking assessment depicted a marked to moderate improvement in oracy skills. Vocabulary, imagination and creativity and confidence emerged as the most salient ways oracy was developed and improved.
{"title":"School Drama: Using drama for oracy in an EAL/D classroom","authors":"Olivia McAtamney","doi":"10.1080/14452294.2021.2011045","DOIUrl":"https://doi.org/10.1080/14452294.2021.2011045","url":null,"abstract":"ABSTRACT This article examines the pedagogical potential of drama-rich processes to develop and improve oracy skills for students learning English as an additional language or dialect (EAL/D). Research was conducted through a multi-level, qualitative case study of Sydney Theatre Company and University of Sydney’s School Drama ™ program. School Drama is a co-mentoring teacher professional learning program that promotes a dual focus of developing teachers’ capacity to use drama pedagogy with literature, and improving literacy outcomes and engagement for students. The research context was an intermediate Intensive English class at a western Sydney secondary school, involving students from refugee backgrounds. Data gathering included observations, focus groups, teacher interviews, and artefact analysis. While this instance of the program presented behavioural and structural limitations, benchmarking assessment depicted a marked to moderate improvement in oracy skills. Vocabulary, imagination and creativity and confidence emerged as the most salient ways oracy was developed and improved.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"1 1","pages":"113 - 127"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82272257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/14452294.2021.2013627
J. Saunders
ABSTRACT For some decades a growing body of research has articulated the transformative potential of learning in, about and through The Arts. In particular, it is clear that there can be a powerful relationship between drama-rich pedagogy and the enhancement of student literacies. This article reports on research that examined the processes and outcomes of one teacher professional learning program, the School Drama program and its impact on student learning in one Sydney primary school. This research investigated the impacts of the program on student literacy learning, specifically in the area of inferential comprehension through drama-rich pedagogy. Three Vygotskian concepts frame this research: the Zone of Proximal Development (ZPD), Drama and Play, and perezhivanie. The findings suggest positive shifts in student English and literacy outcomes – with this case investigating the focus area of inferential comprehension.
{"title":"Dramatic shifts in learning: a case study analysis of student literacy learning through drama","authors":"J. Saunders","doi":"10.1080/14452294.2021.2013627","DOIUrl":"https://doi.org/10.1080/14452294.2021.2013627","url":null,"abstract":"ABSTRACT For some decades a growing body of research has articulated the transformative potential of learning in, about and through The Arts. In particular, it is clear that there can be a powerful relationship between drama-rich pedagogy and the enhancement of student literacies. This article reports on research that examined the processes and outcomes of one teacher professional learning program, the School Drama program and its impact on student learning in one Sydney primary school. This research investigated the impacts of the program on student literacy learning, specifically in the area of inferential comprehension through drama-rich pedagogy. Three Vygotskian concepts frame this research: the Zone of Proximal Development (ZPD), Drama and Play, and perezhivanie. The findings suggest positive shifts in student English and literacy outcomes – with this case investigating the focus area of inferential comprehension.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"63 1","pages":"97 - 112"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80797344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/14452294.2021.2004732
Danielle Hradsky, Rachel Forgasz, A. Byrne, J. Carter, K. Griffin, Lauren Miosku
ABSTRACT In this collaborative auto-ethnodrama, six Victorian drama educators map, discuss, and reflect on their journeys of learning to teach First Nations content and concepts. Through this process, they realise that while all of their journeys have been different, they have each passed through three key landmarks: critically reflecting on/through life experiences/identity, relationships ⇔ learning, and finding joy in the moral imperative. They conclude that such journeys are necessary for educators to move beyond complying with the curriculum. The educators suggest that others might enter or continue similar journeys by reflecting and acting upon their own connections to these landmarks.
{"title":"‘It’s got to be a journey’: learning to teach First Nations content and concepts in the Australian drama classroom","authors":"Danielle Hradsky, Rachel Forgasz, A. Byrne, J. Carter, K. Griffin, Lauren Miosku","doi":"10.1080/14452294.2021.2004732","DOIUrl":"https://doi.org/10.1080/14452294.2021.2004732","url":null,"abstract":"ABSTRACT In this collaborative auto-ethnodrama, six Victorian drama educators map, discuss, and reflect on their journeys of learning to teach First Nations content and concepts. Through this process, they realise that while all of their journeys have been different, they have each passed through three key landmarks: critically reflecting on/through life experiences/identity, relationships ⇔ learning, and finding joy in the moral imperative. They conclude that such journeys are necessary for educators to move beyond complying with the curriculum. The educators suggest that others might enter or continue similar journeys by reflecting and acting upon their own connections to these landmarks.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"6 1","pages":"77 - 96"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83356148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1080/14452294.2021.2004752
Adam Cziboly, Mette Bøe Lyngstad, Sisi Zheng
ABSTRACT The three editions of Structuring Drama Work by Jonothan Neelands and Tony Goode have been translated into numerous languages. We have investigated the international influence of the ‘conventions approach’ through a survey focusing on those who teach in higher education. The questions raised include: who has read the book, which edition(s) and which languages? To what extent has the conventions approach dominated experts’ studies, their practice and their teaching? What conventions do they prefer to use? Although we paid particular attention to Norway, Hungary and China, we also collected responses from several other countries. The responses were analysed quantitatively. We found that while the conventions approach seems to be widely spread internationally and a dominant element in higher education in drama, a ‘core set’ of conventions – mostly those published in the first edition – are better known worldwide and more used than the more recently added items.
{"title":"Influence of the ‘conventions approach’ on higher education in drama","authors":"Adam Cziboly, Mette Bøe Lyngstad, Sisi Zheng","doi":"10.1080/14452294.2021.2004752","DOIUrl":"https://doi.org/10.1080/14452294.2021.2004752","url":null,"abstract":"ABSTRACT The three editions of Structuring Drama Work by Jonothan Neelands and Tony Goode have been translated into numerous languages. We have investigated the international influence of the ‘conventions approach’ through a survey focusing on those who teach in higher education. The questions raised include: who has read the book, which edition(s) and which languages? To what extent has the conventions approach dominated experts’ studies, their practice and their teaching? What conventions do they prefer to use? Although we paid particular attention to Norway, Hungary and China, we also collected responses from several other countries. The responses were analysed quantitatively. We found that while the conventions approach seems to be widely spread internationally and a dominant element in higher education in drama, a ‘core set’ of conventions – mostly those published in the first edition – are better known worldwide and more used than the more recently added items.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"24 1","pages":"128 - 143"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85700064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-03DOI: 10.1007/978-3-030-84401-1
Amanda Peters
{"title":"Science and drama: contemporary and creative approaches to teaching and learning","authors":"Amanda Peters","doi":"10.1007/978-3-030-84401-1","DOIUrl":"https://doi.org/10.1007/978-3-030-84401-1","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"84 1","pages":"161 - 163"},"PeriodicalIF":1.0,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85975578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/14452294.2021.1974671
Wayne Fairhead, R. Pascoe
ABSTRACT This keynote address was presented by Wayne Fairhead for the 1994 National Conference of NADIE, the National Association for Drama in Education (now Drama Australia) held in Fremantle, Western Australia. It explores the concepts of empowerment in drama and theatre education and contextualises Australian curriculum developments in 1994, through sharing experiences from the development of Dramatic Arts Standards in Ontario, Canada. This paper is published in 2021 for its ongoing relevance to the ongoing development of the Australian Curriculum: The Arts (ACARA) and contemporary questions about the potential for empowerment through education. The introduction and footnotes contextualises the original keynote and contemporary issues.
{"title":"Empowerment and a changing curriculum: keynote address NADIE conference, July 1, 1994","authors":"Wayne Fairhead, R. Pascoe","doi":"10.1080/14452294.2021.1974671","DOIUrl":"https://doi.org/10.1080/14452294.2021.1974671","url":null,"abstract":"ABSTRACT This keynote address was presented by Wayne Fairhead for the 1994 National Conference of NADIE, the National Association for Drama in Education (now Drama Australia) held in Fremantle, Western Australia. It explores the concepts of empowerment in drama and theatre education and contextualises Australian curriculum developments in 1994, through sharing experiences from the development of Dramatic Arts Standards in Ontario, Canada. This paper is published in 2021 for its ongoing relevance to the ongoing development of the Australian Curriculum: The Arts (ACARA) and contemporary questions about the potential for empowerment through education. The introduction and footnotes contextualises the original keynote and contemporary issues.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"45 1","pages":"33 - 44"},"PeriodicalIF":1.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81285099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT This paper examines the contribution of drama pedagogy to the enhancement of adolescents’ self-confidence. It presents the results of a research conducted to a sample of 42, 11th grade senior high-school students of the Music School of Piraeus, Greece. Specifically, the research program consisted of 16 weekly workshop sessions attended by the students of the experimental group. The aim was the enhancement of the general self-confidence and of seven domains of the students’ special self-confidence via drama pedagogy techniques. The data were collected via a mixed method approach combining quantitative data resulted from questionnaires and qualitative data extracted from observation diaries and semi-structured interviews. The results confirmed the working research hypothesis and the relevant bibliography, since all students of the experimental group improved their general self-confidence and also six out of seven domains of their special self-confidence.
{"title":"The contribution of drama pedagogy in developing adolescents’ self-confidence: a case study","authors":"Aikaterini Asimidou, Antonis Lenakakis, Asterios Tsiaras","doi":"10.1080/14452294.2021.1978145","DOIUrl":"https://doi.org/10.1080/14452294.2021.1978145","url":null,"abstract":"ABSTRACT This paper examines the contribution of drama pedagogy to the enhancement of adolescents’ self-confidence. It presents the results of a research conducted to a sample of 42, 11th grade senior high-school students of the Music School of Piraeus, Greece. Specifically, the research program consisted of 16 weekly workshop sessions attended by the students of the experimental group. The aim was the enhancement of the general self-confidence and of seven domains of the students’ special self-confidence via drama pedagogy techniques. The data were collected via a mixed method approach combining quantitative data resulted from questionnaires and qualitative data extracted from observation diaries and semi-structured interviews. The results confirmed the working research hypothesis and the relevant bibliography, since all students of the experimental group improved their general self-confidence and also six out of seven domains of their special self-confidence.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"45 1","pages":"45 - 58"},"PeriodicalIF":1.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89291022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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