Pub Date : 2016-01-02DOI: 10.1080/14452294.2016.1239501
C. Hatton, M. Mooney, Jennifer Nicholls
Abstract This article focuses on the Sydney case study within the 2013 international Water Reckoning Project (www.water-reckoning.net) – a project which repurposed Dorothy Heathcote’s rolling role curriculum model with digital technologies to connect students and teachers around the world in a common drama, considering the ‘what if’ context of a fictional community, called ‘Ardus Unda’, which was on the brink of an imagined environmental disaster. The article proposes a new geodramatic inquiry framework that draws upon place pedagogy and social ecology to examine the positioning of learners as the drama opened up new ways for them to consider their collective and personal responses to local and global environmental issues. In this project experiences were curated by teacher/researchers and student’s dramatic content was uploaded online for a range of audiences. In analysing the role-based exchanges between students and teachers, as well as focus group data, the writers offer a new framework for researching drama. This geodramatic analysis examines the dynamic interplay of place, time and relationships within a digital rolling role project. Researchers of the Sydney case study also consider the tensions and possibilities of situatedness in a global drama and the implications for applying this digital pedagogical model.
{"title":"Digital rolling role across global classrooms: a geodramatic framework","authors":"C. Hatton, M. Mooney, Jennifer Nicholls","doi":"10.1080/14452294.2016.1239501","DOIUrl":"https://doi.org/10.1080/14452294.2016.1239501","url":null,"abstract":"Abstract This article focuses on the Sydney case study within the 2013 international Water Reckoning Project (www.water-reckoning.net) – a project which repurposed Dorothy Heathcote’s rolling role curriculum model with digital technologies to connect students and teachers around the world in a common drama, considering the ‘what if’ context of a fictional community, called ‘Ardus Unda’, which was on the brink of an imagined environmental disaster. The article proposes a new geodramatic inquiry framework that draws upon place pedagogy and social ecology to examine the positioning of learners as the drama opened up new ways for them to consider their collective and personal responses to local and global environmental issues. In this project experiences were curated by teacher/researchers and student’s dramatic content was uploaded online for a range of audiences. In analysing the role-based exchanges between students and teachers, as well as focus group data, the writers offer a new framework for researching drama. This geodramatic analysis examines the dynamic interplay of place, time and relationships within a digital rolling role project. Researchers of the Sydney case study also consider the tensions and possibilities of situatedness in a global drama and the implications for applying this digital pedagogical model.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89394753","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 : 2016-01-02DOI: 10.1080/14452294.2016.1239504
Carol Carter, R. Sallis
Abstract The aim of this article is to provide primary teachers with effective ways of engaging in drama processes to affirm diversity and to promote inclusive education in regard to cultural and linguistic diversity. It is informed by, and a response to, the ‘cultural and linguistic’ section within the recently revised version of the Drama Australia Equity and Diversity Guidelines to which both authors contributed. It examines some ways in which recommendations and advice provided within the document can be enacted in primary schools through the use of drama education methods, in particular dramatic storytelling and process drama. Through their work the authors have found that drama techniques and processes can be highly effective in developing understandings of cultural and linguistic diversity within primary schools. By way of illustration this paper also focuses on the findings of a recent PhD project conducted by one of the authors, which focused on the education of pre-service primary teachers in the use of drama techniques to explore cultural identities and linguistic diversity. Specifically, it examined the roles culturally specific oral arts forms, including participatory storytelling (in this instance stories from South African cultures) can play in supporting drama pedagogy and intercultural understanding of pre-service primary teacher candidates and how they can transfer this knowledge to their teaching.
{"title":"Dialogues of diversity: examining the role of educational drama techniques in affirming diversity and supporting inclusive educational practices in primary schools","authors":"Carol Carter, R. Sallis","doi":"10.1080/14452294.2016.1239504","DOIUrl":"https://doi.org/10.1080/14452294.2016.1239504","url":null,"abstract":"Abstract The aim of this article is to provide primary teachers with effective ways of engaging in drama processes to affirm diversity and to promote inclusive education in regard to cultural and linguistic diversity. It is informed by, and a response to, the ‘cultural and linguistic’ section within the recently revised version of the Drama Australia Equity and Diversity Guidelines to which both authors contributed. It examines some ways in which recommendations and advice provided within the document can be enacted in primary schools through the use of drama education methods, in particular dramatic storytelling and process drama. Through their work the authors have found that drama techniques and processes can be highly effective in developing understandings of cultural and linguistic diversity within primary schools. By way of illustration this paper also focuses on the findings of a recent PhD project conducted by one of the authors, which focused on the education of pre-service primary teachers in the use of drama techniques to explore cultural identities and linguistic diversity. Specifically, it examined the roles culturally specific oral arts forms, including participatory storytelling (in this instance stories from South African cultures) can play in supporting drama pedagogy and intercultural understanding of pre-service primary teacher candidates and how they can transfer this knowledge to their teaching.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87304906","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 : 2016-01-02DOI: 10.1080/14452294.2016.1189868
Kirsten Lambert, P. Wright, Janette Currie, R. Pascoe
Abstract This article examines the intersection between the senior secondary drama classroom, creativity and neoliberalism. Informed by a research project involving fifteen West Australian drama teachers and thirteen students, it considers the drama classroom as one site where tensions between the performative needs of neoliberal education and the more humanistic desires that drama teachers embody are enacted. This paper suggests that drama education can be a powerfully transformative vehicle for creative and innovative thinking because of its spatially unique classroom environment and embodied nature. However, collisions between rhetoric and reality, social good and economic return, can mean that young people are denied opportunities for choice and the capability development that drama education brings.
{"title":"Performativity and creativity in senior secondary drama classrooms","authors":"Kirsten Lambert, P. Wright, Janette Currie, R. Pascoe","doi":"10.1080/14452294.2016.1189868","DOIUrl":"https://doi.org/10.1080/14452294.2016.1189868","url":null,"abstract":"Abstract This article examines the intersection between the senior secondary drama classroom, creativity and neoliberalism. Informed by a research project involving fifteen West Australian drama teachers and thirteen students, it considers the drama classroom as one site where tensions between the performative needs of neoliberal education and the more humanistic desires that drama teachers embody are enacted. This paper suggests that drama education can be a powerfully transformative vehicle for creative and innovative thinking because of its spatially unique classroom environment and embodied nature. However, collisions between rhetoric and reality, social good and economic return, can mean that young people are denied opportunities for choice and the capability development that drama education brings.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89707016","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 : 2016-01-02DOI: 10.1080/14452294.2016.1239513
Kathryn Lee
Abstract This paper draws on the personal experience of the author who had been employed as a Youth Arts Manager in a small, desert town in the Northern Territory. In her research honours study during the project for which she was engaged, she aimed to understand the tensions she experienced managing this partnership. Now, five years later, she reconsidered the experience and, placing the concept of culture shock at the forefront of her perspective, came to see the experience in a new light. Kate proposes that understanding protocols is a process embodiment that may be affected by the experience of culture shock, and secondly, that creative processes can be reduced neither to process nor product. Rather, with a clear understanding of aims and objectives as they relate to context, from community development can fruitful artistic partnerships.
{"title":"Crossing borders with youth arts in a remote Australian community","authors":"Kathryn Lee","doi":"10.1080/14452294.2016.1239513","DOIUrl":"https://doi.org/10.1080/14452294.2016.1239513","url":null,"abstract":"Abstract This paper draws on the personal experience of the author who had been employed as a Youth Arts Manager in a small, desert town in the Northern Territory. In her research honours study during the project for which she was engaged, she aimed to understand the tensions she experienced managing this partnership. Now, five years later, she reconsidered the experience and, placing the concept of culture shock at the forefront of her perspective, came to see the experience in a new light. Kate proposes that understanding protocols is a process embodiment that may be affected by the experience of culture shock, and secondly, that creative processes can be reduced neither to process nor product. Rather, with a clear understanding of aims and objectives as they relate to context, from community development can fruitful artistic partnerships.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72749219","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 : 2016-01-02DOI: 10.1080/14452294.2016.1239514
R. Jacobs
Abstract The dramatic arts utilise emotion, introspection, artistry and interpretation from multiple perspectives to promote dialogue and reflection. Drama research can access these kinds of engagements by using artistic mediums to present phenomena, experiences and findings. This paper resulted from a research project investigating drama performance assessment in Australian schools. Data was collected in Year 11 and 12 Drama classes at six school sites, using ethnographical observation of performances, narrative and semi-structured interviews, and participant observation. Findings of the research indicate that there are several influences on students’ performative responses for assessment, including the local curriculum and assessment practices, school and class cultures and the approach of the teacher. These influences are illustrated using mediums that complement the field of drama, specifically scripts and stories. This paper presents three of these artefacts; one collection of storied descriptions and two scripts, discussing the methodology used to create them and exploring future directions for the presentation of findings, using other mediums that complement the field of drama.
{"title":"Using scripts and stories: illustrating the influences on drama performance assessment","authors":"R. Jacobs","doi":"10.1080/14452294.2016.1239514","DOIUrl":"https://doi.org/10.1080/14452294.2016.1239514","url":null,"abstract":"Abstract The dramatic arts utilise emotion, introspection, artistry and interpretation from multiple perspectives to promote dialogue and reflection. Drama research can access these kinds of engagements by using artistic mediums to present phenomena, experiences and findings. This paper resulted from a research project investigating drama performance assessment in Australian schools. Data was collected in Year 11 and 12 Drama classes at six school sites, using ethnographical observation of performances, narrative and semi-structured interviews, and participant observation. Findings of the research indicate that there are several influences on students’ performative responses for assessment, including the local curriculum and assessment practices, school and class cultures and the approach of the teacher. These influences are illustrated using mediums that complement the field of drama, specifically scripts and stories. This paper presents three of these artefacts; one collection of storied descriptions and two scripts, discussing the methodology used to create them and exploring future directions for the presentation of findings, using other mediums that complement the field of drama.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77478079","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 : 2016-01-02DOI: 10.1080/14452294.2016.1239502
M. Hughes
In his introduction to Michael Anderson and Colleen Roche’s, ‘The State of the Art’ Robin Pascoe depicts this collection as a ‘powerful frame through which to make sense of the unfolding turbulent ...
{"title":"The state of the art: teaching drama in the 21st century","authors":"M. Hughes","doi":"10.1080/14452294.2016.1239502","DOIUrl":"https://doi.org/10.1080/14452294.2016.1239502","url":null,"abstract":"In his introduction to Michael Anderson and Colleen Roche’s, ‘The State of the Art’ Robin Pascoe depicts this collection as a ‘powerful frame through which to make sense of the unfolding turbulent ...","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74209114","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 : 2016-01-02DOI: 10.1080/14452294.2016.1240654
Ray Goodlass
Abstract In this article from nearly 40 years ago, Ray Goodlass discusses key issues relating to drama’s place in the curriculum. He draws on key theorists and practitioners from the time, including Slade, Way, Heathcote and Courtney, to illustrate major considerations in the arts and drama curriculum design process. Goodlass considers a range of curriculum models, reminding us that it is to our advantage to consider the full range of possibilities.
{"title":"Drama and the curriculum","authors":"Ray Goodlass","doi":"10.1080/14452294.2016.1240654","DOIUrl":"https://doi.org/10.1080/14452294.2016.1240654","url":null,"abstract":"Abstract In this article from nearly 40 years ago, Ray Goodlass discusses key issues relating to drama’s place in the curriculum. He draws on key theorists and practitioners from the time, including Slade, Way, Heathcote and Courtney, to illustrate major considerations in the arts and drama curriculum design process. Goodlass considers a range of curriculum models, reminding us that it is to our advantage to consider the full range of possibilities.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84674638","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 : 2016-01-02DOI: 10.1080/14452294.2016.1240744
M. Stinson, J. Dunn
{"title":"Turning 40: maturity, contemplation, agency and new directions","authors":"M. Stinson, J. Dunn","doi":"10.1080/14452294.2016.1240744","DOIUrl":"https://doi.org/10.1080/14452294.2016.1240744","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73152937","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 : 2016-01-02DOI: 10.1080/14452294.2016.1239500
A. Wager, A. Wessels
Abstract As past school educators and doctoral students, the authors aim to further collaborative analytical discussions across distances through the use of technology and supported readings. They describe their journey of collaboratively analyzing two different examples of data, two film clippings from an applied theatre rehearsal with street youth, while using a visual methodology to enhance their discussions. In conclusion, they explain that their analysis of this pedagogical and methodological experiment supported them as they returned to their own respective research and writing equipped with new methodological and analytical tools that facilitated seeing their own visual data differently. Through this dialogical experiment they are advocating for a fuller recognition of a collective learning methodology in education, especially in what can be the very lonely and isolating stage of analysis in doctoral research and in the beginning stages of entering the classroom.
{"title":"Drama with street youth: visual methodology dialogues across distance","authors":"A. Wager, A. Wessels","doi":"10.1080/14452294.2016.1239500","DOIUrl":"https://doi.org/10.1080/14452294.2016.1239500","url":null,"abstract":"Abstract As past school educators and doctoral students, the authors aim to further collaborative analytical discussions across distances through the use of technology and supported readings. They describe their journey of collaboratively analyzing two different examples of data, two film clippings from an applied theatre rehearsal with street youth, while using a visual methodology to enhance their discussions. In conclusion, they explain that their analysis of this pedagogical and methodological experiment supported them as they returned to their own respective research and writing equipped with new methodological and analytical tools that facilitated seeing their own visual data differently. Through this dialogical experiment they are advocating for a fuller recognition of a collective learning methodology in education, especially in what can be the very lonely and isolating stage of analysis in doctoral research and in the beginning stages of entering the classroom.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2016-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88174144","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 : 2015-07-03DOI: 10.1080/14452294.2015.1128313
P. O'Connor
{"title":"The chaos and complexity of terrorism","authors":"P. O'Connor","doi":"10.1080/14452294.2015.1128313","DOIUrl":"https://doi.org/10.1080/14452294.2015.1128313","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2015-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86807911","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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