Pub Date : 2017-07-03DOI: 10.1080/14452294.2017.1400398
Christina Gray
{"title":"Dramawise reimagined: learning to manage the elements of drama","authors":"Christina Gray","doi":"10.1080/14452294.2017.1400398","DOIUrl":"https://doi.org/10.1080/14452294.2017.1400398","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"72 1","pages":"156 - 157"},"PeriodicalIF":1.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79584426","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 : 2017-07-03DOI: 10.1080/14452294.2017.1435946
Susan E. Davis
Abstract The processes and pedagogies for promoting creativity and creative thinking are often described as problem-based and inquiry learning. ‘Generic’ design processes such as ‘design thinking’ are also proposed as being somehow common to creative process. However, most of these models arose from graphic design and visual arts traditions, so do these models actually take account of the specific strengths and opportunities for cultivating creativity through drama? What does it mean to engage in a creative process as a dramatist or a dramatic pedagogue? How does a consideration of dramatic form and process shape experience and impact on the visioning and imagining processes? This paper investigates the concerns and considerations of the creative thinking/doing process in drama with reference to examples of relevance from the situating of our conference in the nation’s capital and on a year of great significance for our First Nations people.
{"title":"Dramatic thinking: identifying and owning our creative process*","authors":"Susan E. Davis","doi":"10.1080/14452294.2017.1435946","DOIUrl":"https://doi.org/10.1080/14452294.2017.1435946","url":null,"abstract":"Abstract The processes and pedagogies for promoting creativity and creative thinking are often described as problem-based and inquiry learning. ‘Generic’ design processes such as ‘design thinking’ are also proposed as being somehow common to creative process. However, most of these models arose from graphic design and visual arts traditions, so do these models actually take account of the specific strengths and opportunities for cultivating creativity through drama? What does it mean to engage in a creative process as a dramatist or a dramatic pedagogue? How does a consideration of dramatic form and process shape experience and impact on the visioning and imagining processes? This paper investigates the concerns and considerations of the creative thinking/doing process in drama with reference to examples of relevance from the situating of our conference in the nation’s capital and on a year of great significance for our First Nations people.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"56 1","pages":"83 - 92"},"PeriodicalIF":1.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84552455","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 : 2017-07-03DOI: 10.1080/14452294.2017.1438043
R. Jacobs
Abstract During a study on Drama performance assessment, the many challenges of the assessment environment and assessment conditions became evident, along with the rich benefits and opportunities that performance assessment brings. This paper investigates one senior secondary performance assessment task from each of the six school sites which are aligned to one of the critical issues that emerged as themes in the analysis of data. These critical issues identify performance as fundamental to Drama, establish students’ aspirations when performing, describe students’ motivations for their performance efforts, investigate the capstone nature of Drama performance tasks, evaluate performance as a form of formative assessment, and establish the audience’s role as an influencing factor on the assessment of Drama performances. This paper describes and problematises these critical issues, foreshadowing future areas for research in Drama assessment while allowing for new understandings of Drama performance assessment to be understood in the context of existing research.
{"title":"Six critical issues in senior secondary drama performance assessment in Australia","authors":"R. Jacobs","doi":"10.1080/14452294.2017.1438043","DOIUrl":"https://doi.org/10.1080/14452294.2017.1438043","url":null,"abstract":"Abstract During a study on Drama performance assessment, the many challenges of the assessment environment and assessment conditions became evident, along with the rich benefits and opportunities that performance assessment brings. This paper investigates one senior secondary performance assessment task from each of the six school sites which are aligned to one of the critical issues that emerged as themes in the analysis of data. These critical issues identify performance as fundamental to Drama, establish students’ aspirations when performing, describe students’ motivations for their performance efforts, investigate the capstone nature of Drama performance tasks, evaluate performance as a form of formative assessment, and establish the audience’s role as an influencing factor on the assessment of Drama performances. This paper describes and problematises these critical issues, foreshadowing future areas for research in Drama assessment while allowing for new understandings of Drama performance assessment to be understood in the context of existing research.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"3 1","pages":"127 - 140"},"PeriodicalIF":1.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74193498","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 : 2017-07-03DOI: 10.1080/14452294.2017.1429188
Sarah Peters
Abstract Direct address is considered to be the hallmark convention of verbatim theatre. Coined by Derek Paget in 1987, verbatim theatre is a form that involves engagement with a community about a topic or event. Conversations and interviews are recorded, and this material becomes the stimulus for the creative development of performance. This article researches and analyses the broad diversity of conventions evident in three Australian verbatim plays; Alana Valentine’s Parramatta Girls (2007), Campion Decent’s Embers (2008) and David Burton’s April’s Fool (2010). Developing a greater understanding of the function of verbatim theatre’s conventions therefore deepens our knowledge of dramatic composition and the choices these playwrights have made in translating their verbatim stories into dramatic material. It also enables educators to respond more comprehensively in their analysis of plays, and encourage their students to create their own verbatim theatre in more nuanced and dynamic ways.
{"title":"The function of verbatim theatre conventions in three Australian plays","authors":"Sarah Peters","doi":"10.1080/14452294.2017.1429188","DOIUrl":"https://doi.org/10.1080/14452294.2017.1429188","url":null,"abstract":"Abstract Direct address is considered to be the hallmark convention of verbatim theatre. Coined by Derek Paget in 1987, verbatim theatre is a form that involves engagement with a community about a topic or event. Conversations and interviews are recorded, and this material becomes the stimulus for the creative development of performance. This article researches and analyses the broad diversity of conventions evident in three Australian verbatim plays; Alana Valentine’s Parramatta Girls (2007), Campion Decent’s Embers (2008) and David Burton’s April’s Fool (2010). Developing a greater understanding of the function of verbatim theatre’s conventions therefore deepens our knowledge of dramatic composition and the choices these playwrights have made in translating their verbatim stories into dramatic material. It also enables educators to respond more comprehensively in their analysis of plays, and encourage their students to create their own verbatim theatre in more nuanced and dynamic ways.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"72 1","pages":"117 - 126"},"PeriodicalIF":1.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84486147","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 : 2017-07-03DOI: 10.1080/14452294.2017.1429192
K. Garrard
{"title":"The school drama book: drama, literature and literacy in the creative classroom","authors":"K. Garrard","doi":"10.1080/14452294.2017.1429192","DOIUrl":"https://doi.org/10.1080/14452294.2017.1429192","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"8 1","pages":"158 - 159"},"PeriodicalIF":1.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88790757","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 : 2017-07-03DOI: 10.1080/14452294.2017.1437675
M. Stinson, R. Ewing
The editors are excited about this edition of NJ. Our authors consider the transdisciplinary nature of drama highlighting its potential resonance with design thinking, its enhancement of the teaching of poetry, verbatim plays and the use of performance in authentic assessment as well as the impact dramatic processes can make on vulnerable communities.
{"title":"Drama’s transdisciplinary potential","authors":"M. Stinson, R. Ewing","doi":"10.1080/14452294.2017.1437675","DOIUrl":"https://doi.org/10.1080/14452294.2017.1437675","url":null,"abstract":"The editors are excited about this edition of NJ. Our authors consider the transdisciplinary nature of drama highlighting its potential resonance with design thinking, its enhancement of the teaching of poetry, verbatim plays and the use of performance in authentic assessment as well as the impact dramatic processes can make on vulnerable communities.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"35 1","pages":"81 - 82"},"PeriodicalIF":1.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78079172","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 : 2017-07-03DOI: 10.1080/14452294.2017.1400396
Cleo Xiaodi Wang
Abstract This article explores the possibility of introducing classical Chinese poetry to primary-aged children in China through educational drama. Today young people in China generally regard classical poetry as cultural relic which is remote and irrelevant to their lives. Referring to writings of Chia-ying Yeh and Stephen Owen, I argue that the essence of classical poetry study is to evoke the reader’s literary imagination and emotional response to the poetic discourse. Drawing from reception theory, I suggest that drama as a pedagogy can connect with the aesthetic discourses and to help children engage with the text. This article presents theoretical explanations and practical descriptions on how the drama approaches are designed to provide children with the contextual references that allow them to relate to the poem at their personal levels of experience; and to help them feel, in an embodied form, the beauty of poetic language.
{"title":"Fragments, remembrance, beauty: breathing life into T’ang poetry through educational drama","authors":"Cleo Xiaodi Wang","doi":"10.1080/14452294.2017.1400396","DOIUrl":"https://doi.org/10.1080/14452294.2017.1400396","url":null,"abstract":"Abstract This article explores the possibility of introducing classical Chinese poetry to primary-aged children in China through educational drama. Today young people in China generally regard classical poetry as cultural relic which is remote and irrelevant to their lives. Referring to writings of Chia-ying Yeh and Stephen Owen, I argue that the essence of classical poetry study is to evoke the reader’s literary imagination and emotional response to the poetic discourse. Drawing from reception theory, I suggest that drama as a pedagogy can connect with the aesthetic discourses and to help children engage with the text. This article presents theoretical explanations and practical descriptions on how the drama approaches are designed to provide children with the contextual references that allow them to relate to the poem at their personal levels of experience; and to help them feel, in an embodied form, the beauty of poetic language.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"89 1","pages":"105 - 93"},"PeriodicalIF":1.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80312167","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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