Pub Date : 2019-07-03DOI: 10.1080/14452294.2019.1705177
K. McConville, Michelle Ludecke
Teachers’ perceptions of their own professional identity affect their efficacy and professional development, as well as their ability and willingness to cope with educational change and implement i...
{"title":"Practice what you preach: research-based theatre as a method to investigate drama teacher professional identity","authors":"K. McConville, Michelle Ludecke","doi":"10.1080/14452294.2019.1705177","DOIUrl":"https://doi.org/10.1080/14452294.2019.1705177","url":null,"abstract":"Teachers’ perceptions of their own professional identity affect their efficacy and professional development, as well as their ability and willingness to cope with educational change and implement i...","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79108592","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 : 2019-07-03DOI: 10.1080/14452294.2019.1704975
Jane Bird, K. McConville, R. Sallis
The main content of this article is an ethnodramatic text (J) or research-based performance text which was based on interviews recorded with 50 Victorian educators who each have had 30 or more year...
{"title":"‘The Greatest Love of All’: an ethnodrama celebrating the continuing and evolving culture of the drama teacher","authors":"Jane Bird, K. McConville, R. Sallis","doi":"10.1080/14452294.2019.1704975","DOIUrl":"https://doi.org/10.1080/14452294.2019.1704975","url":null,"abstract":"The main content of this article is an ethnodramatic text (J) or research-based performance text which was based on interviews recorded with 50 Victorian educators who each have had 30 or more year...","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78291485","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 : 2019-07-03DOI: 10.1080/14452294.2019.1705178
Carol Carter
{"title":"The Risk Theatre Model of Tragedy: Gambling, Drama and the Unexpected","authors":"Carol Carter","doi":"10.1080/14452294.2019.1705178","DOIUrl":"https://doi.org/10.1080/14452294.2019.1705178","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86218289","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 : 2019-07-03DOI: 10.1080/14452294.2019.1706228
Carol Carter
{"title":"Review of Drama research methods: provocations of practice","authors":"Carol Carter","doi":"10.1080/14452294.2019.1706228","DOIUrl":"https://doi.org/10.1080/14452294.2019.1706228","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88895422","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 : 2019-07-03DOI: 10.1080/14452294.2019.1730978
Susan E. Davis
{"title":"The continuum of practice and change","authors":"Susan E. Davis","doi":"10.1080/14452294.2019.1730978","DOIUrl":"https://doi.org/10.1080/14452294.2019.1730978","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89049001","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 : 2019-01-02DOI: 10.1080/14452294.2019.1585933
Alison Grove O’Grady
ABSTRACT This article contemplates the way five early career drama teachers in NSW speak and write about what they consider, the special characteristics and attributions of drama to facilitate learning in order for students to make sense of a complex world. These particular teachers reflect on their passionate individual beliefs in the affordances of drama to provision students with tools to mediate a changing world and that teaching drama permits them to create the conditions for students to challenge popular or dominant notions. These drama teachers believe that good drama teaching also allows meaningful learning to occur for students from a range of abilities including, physical ability. These teachers unanimously argue that teaching drama has corroborated their ideological positions and cemented their belief that drama is a critical tool for transforming learning in ways that promotes student voice and agency.
{"title":"Understanding the world through the affordances of drama: early career teacher perspectives","authors":"Alison Grove O’Grady","doi":"10.1080/14452294.2019.1585933","DOIUrl":"https://doi.org/10.1080/14452294.2019.1585933","url":null,"abstract":"ABSTRACT This article contemplates the way five early career drama teachers in NSW speak and write about what they consider, the special characteristics and attributions of drama to facilitate learning in order for students to make sense of a complex world. These particular teachers reflect on their passionate individual beliefs in the affordances of drama to provision students with tools to mediate a changing world and that teaching drama permits them to create the conditions for students to challenge popular or dominant notions. These drama teachers believe that good drama teaching also allows meaningful learning to occur for students from a range of abilities including, physical ability. These teachers unanimously argue that teaching drama has corroborated their ideological positions and cemented their belief that drama is a critical tool for transforming learning in ways that promotes student voice and agency.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86219637","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 : 2019-01-02DOI: 10.1080/14452294.2019.1585931
Victoria Campbell, Zoe Hogan
ABSTRACT This article discusses the way two traditional tales were adapted and modified for use as pretexts in the Connected: Adult Language Learning through Drama program (CALLD) with migrant populations, including refugees and asylum seekers, in two sites during 2017 & 2018 in Sydney, Australia. The focus of this article is to explore the way ancient stories such as folktales and myths function in these settings, and how through action and reflection the authors, as teaching artists on the program, adapted these tales to better engage the participants in the process drama that followed. Through a generative conversation the authors discuss this experience, reviewing aspects of the narrative that worked and those that did not, resulting in a deeper understanding about the efficacy of various narrative elements to engage and motivate learning in the CALLD setting.
{"title":"Pandora and the Tiger’s Whisker: stories as a pretext in two adult language learning contexts","authors":"Victoria Campbell, Zoe Hogan","doi":"10.1080/14452294.2019.1585931","DOIUrl":"https://doi.org/10.1080/14452294.2019.1585931","url":null,"abstract":"ABSTRACT This article discusses the way two traditional tales were adapted and modified for use as pretexts in the Connected: Adult Language Learning through Drama program (CALLD) with migrant populations, including refugees and asylum seekers, in two sites during 2017 & 2018 in Sydney, Australia. The focus of this article is to explore the way ancient stories such as folktales and myths function in these settings, and how through action and reflection the authors, as teaching artists on the program, adapted these tales to better engage the participants in the process drama that followed. Through a generative conversation the authors discuss this experience, reviewing aspects of the narrative that worked and those that did not, resulting in a deeper understanding about the efficacy of various narrative elements to engage and motivate learning in the CALLD setting.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76485039","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 : 2019-01-02DOI: 10.1080/14452294.2019.1572431
Taiwo Afolabi
ABSTRACT Arts-based practices can occupy a fragile position where its interventionist character becomes both a gift and a poison. For instance, some practitioners/researchers from the Global North consider the Global South as a region to curate, perform and market interventions to solve problems. Such interventionist initiatives have also positioned those regions as sites for/of experimentation as seen in different international development and humanitarian initiatives. Some interventions have been done ethically while others have become a way to extract knowledge and extort the people. I pose ethical questions on performing interventions particularly in conflict/post-conflict zones in Africa not to change what we do but to rethink how we do what we do and perhaps at times to change why we do what we do. I reflect on a theatre performance I directed in Nigeria that was staged in Sudan and raise ethical questions because intervention itself is a performance that should be staged within appropriate ethical protocols and respectful canons.
{"title":"Performing arts-based interventions in post-conflict zones: critical and ethical questions","authors":"Taiwo Afolabi","doi":"10.1080/14452294.2019.1572431","DOIUrl":"https://doi.org/10.1080/14452294.2019.1572431","url":null,"abstract":"ABSTRACT Arts-based practices can occupy a fragile position where its interventionist character becomes both a gift and a poison. For instance, some practitioners/researchers from the Global North consider the Global South as a region to curate, perform and market interventions to solve problems. Such interventionist initiatives have also positioned those regions as sites for/of experimentation as seen in different international development and humanitarian initiatives. Some interventions have been done ethically while others have become a way to extract knowledge and extort the people. I pose ethical questions on performing interventions particularly in conflict/post-conflict zones in Africa not to change what we do but to rethink how we do what we do and perhaps at times to change why we do what we do. I reflect on a theatre performance I directed in Nigeria that was staged in Sudan and raise ethical questions because intervention itself is a performance that should be staged within appropriate ethical protocols and respectful canons.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87630193","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 : 2019-01-02DOI: 10.1080/14452294.2019.1605656
M. Stinson
Recently, there has been a considerable amount of discussion on social media about the nature of evidence informing teacher decisions about learning. These discussions emerged as a result of a post entitled ‘The problem with using scientific evidence in education (why teachers should stop trying to be more like doctors’) (McKnight and Morgan 2019). In a previous editorial for this journal, we reflected on the complexities of educational research and our role in contributing to the discussion asking then, ‘Is it time then to change the game by sharing educational research in new ways? Might we achieve the change we all know is needed, within drama and beyond, by bringing together personal narratives, established research findings and the aesthetic and dynamic qualities of drama and theatre?’ (Dunn and Stinson 2015, 99). Since its inception, NJ has attempted to share those personal narratives, research processes and results, and critically analyzed examples of practice in an attempt to build a shared community of understanding for drama educators. It is a challenging space. Part of the challenge is to celebrate and share high quality practice and research in a fixed, text-based medium that struggles to document the ephemeral nature of so much of what we do. This journal is an essential platform for discussion about drama education: what we do; how and why we do it. In the current educational and educational research climate, it is crucial that practitioners and researchers in the field of drama education have opportunities to share their research about the critical and creative work that is being undertaken in schools, in universities, in theatres, and in applied theatre contexts. It is imperative their voices are heard. We are pleased to share with our readers that our top ten, most read online articles are (in order):
最近，社交媒体上出现了大量关于教师学习决策的证据性质的讨论。这些讨论源于一篇名为“在教育中使用科学证据的问题(为什么教师应该停止试图更像医生”)的文章(麦克奈特和摩根，2019年)。在本杂志之前的一篇社论中，我们反思了教育研究的复杂性以及我们在讨论中所扮演的角色，并提出了这样的问题:“现在是时候通过以新的方式分享教育研究来改变游戏规则了吗?”我们是否可以通过将个人叙述，既定研究成果以及戏剧和剧院的美学和动态品质结合起来，实现我们都知道需要的变化，在戏剧内外?(Dunn and Stinson 2015,99)。自成立以来，NJ一直试图分享这些个人叙述，研究过程和结果，并批判性地分析实践实例，试图为戏剧教育工作者建立一个共同的理解社区。这是一个具有挑战性的领域。挑战的一部分是在一个固定的、基于文本的媒体上庆祝和分享高质量的实践和研究，这个媒体努力记录我们所做的很多事情的短暂性。这本杂志是讨论戏剧教育的重要平台:我们在做什么;我们如何以及为什么这样做。在当前的教育和教育研究环境下，戏剧教育领域的从业者和研究人员有机会分享他们对学校、大学、剧院和应用戏剧环境中正在进行的批判性和创造性工作的研究，这一点至关重要。他们的声音必须被听到。我们很高兴与读者分享，我们的十大在线阅读量最高的文章是(按顺序):
{"title":"Research informed teaching and drama: curating the evidence","authors":"M. Stinson","doi":"10.1080/14452294.2019.1605656","DOIUrl":"https://doi.org/10.1080/14452294.2019.1605656","url":null,"abstract":"Recently, there has been a considerable amount of discussion on social media about the nature of evidence informing teacher decisions about learning. These discussions emerged as a result of a post entitled ‘The problem with using scientific evidence in education (why teachers should stop trying to be more like doctors’) (McKnight and Morgan 2019). In a previous editorial for this journal, we reflected on the complexities of educational research and our role in contributing to the discussion asking then, ‘Is it time then to change the game by sharing educational research in new ways? Might we achieve the change we all know is needed, within drama and beyond, by bringing together personal narratives, established research findings and the aesthetic and dynamic qualities of drama and theatre?’ (Dunn and Stinson 2015, 99). Since its inception, NJ has attempted to share those personal narratives, research processes and results, and critically analyzed examples of practice in an attempt to build a shared community of understanding for drama educators. It is a challenging space. Part of the challenge is to celebrate and share high quality practice and research in a fixed, text-based medium that struggles to document the ephemeral nature of so much of what we do. This journal is an essential platform for discussion about drama education: what we do; how and why we do it. In the current educational and educational research climate, it is crucial that practitioners and researchers in the field of drama education have opportunities to share their research about the critical and creative work that is being undertaken in schools, in universities, in theatres, and in applied theatre contexts. It is imperative their voices are heard. We are pleased to share with our readers that our top ten, most read online articles are (in order):","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74106129","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 : 2019-01-01DOI: 10.1080/14452294.2019.1705881
M. Mooney, Joanne O’Mara
The article provides an index of the collection of published journal articles in NJ between 1997 and 2018 in the context of a discussion about the index form and importance to the activity of Drama...
{"title":"Indexing drama research: NJ 1997-2018","authors":"M. Mooney, Joanne O’Mara","doi":"10.1080/14452294.2019.1705881","DOIUrl":"https://doi.org/10.1080/14452294.2019.1705881","url":null,"abstract":"The article provides an index of the collection of published journal articles in NJ between 1997 and 2018 in the context of a discussion about the index form and importance to the activity of Drama...","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77801860","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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