Pub Date : 1999-09-01DOI: 10.1080/1356978990040207
M. Heaney
Abstract The playwright's process of research is seldom documented. For some, the writer's process is a solitary affair. For others, particularly those encouraged by centres for new writing such as the UK's Royal Court Theatre, greater collaboration with artistic directors and actors is a constant feature in the development of new work. Despite the rise of new British writing talent in the late 1990s, in theatre education the status of new writing has yet to recover from the decline of Theatre in Education (TIE) companies. Education programmes run by theatres to replace TIE work often use mainstream theatre productions as a basis for work. Very few theatre companies exist that commission plays specifically for young audiences. One fertile source of new plays for young audiences, devised work, has all but disappeared. The collaborative process outlined by Cora Williams, of actor/teachers devising through clear stages of inspiration, Gestalt, transcription then rehearsal, is expensive and practised by ever ...
{"title":"The winning postgraduate short article. The playwright's workshop as action research : a case study","authors":"M. Heaney","doi":"10.1080/1356978990040207","DOIUrl":"https://doi.org/10.1080/1356978990040207","url":null,"abstract":"Abstract The playwright's process of research is seldom documented. For some, the writer's process is a solitary affair. For others, particularly those encouraged by centres for new writing such as the UK's Royal Court Theatre, greater collaboration with artistic directors and actors is a constant feature in the development of new work. Despite the rise of new British writing talent in the late 1990s, in theatre education the status of new writing has yet to recover from the decline of Theatre in Education (TIE) companies. Education programmes run by theatres to replace TIE work often use mainstream theatre productions as a basis for work. Very few theatre companies exist that commission plays specifically for young audiences. One fertile source of new plays for young audiences, devised work, has all but disappeared. The collaborative process outlined by Cora Williams, of actor/teachers devising through clear stages of inspiration, Gestalt, transcription then rehearsal, is expensive and practised by ever ...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1999-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84563584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-02-01DOI: 10.1080/1356978990040106
Alice Bayliss
Abstract The word ‘play’ permeates our language and can refer to a range of different and seemingly disparate activities. The play of children may be distinct from the play‐world of the theatre but by examining the linguistic connection within a cultural framework, we can begin to see how a society's understanding of play may affect directly the work of drama educationists in schools today. Play is often understood in relation to its apparent opposite‐‐work, reality or seriousness. This article attempts to explode this socially constructed polarisation and explores play in its relation to ritual, liminality, anarchy and revolution. If play gives us the ability to transform ourselves into ‘other’ then our position can never remain fixed, meanings are subject to change and thus the self is resistant to control by those in power. This play function is recognised as a working methodology of practitioners such as Boal but should also be of concern to those operating as drama educationists in establishments whe...
{"title":"Playing with Words: an exploration of ludic terms and the linguistic permeation of play in a cultural context","authors":"Alice Bayliss","doi":"10.1080/1356978990040106","DOIUrl":"https://doi.org/10.1080/1356978990040106","url":null,"abstract":"Abstract The word ‘play’ permeates our language and can refer to a range of different and seemingly disparate activities. The play of children may be distinct from the play‐world of the theatre but by examining the linguistic connection within a cultural framework, we can begin to see how a society's understanding of play may affect directly the work of drama educationists in schools today. Play is often understood in relation to its apparent opposite‐‐work, reality or seriousness. This article attempts to explode this socially constructed polarisation and explores play in its relation to ritual, liminality, anarchy and revolution. If play gives us the ability to transform ourselves into ‘other’ then our position can never remain fixed, meanings are subject to change and thus the self is resistant to control by those in power. This play function is recognised as a working methodology of practitioners such as Boal but should also be of concern to those operating as drama educationists in establishments whe...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1999-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85179314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-02-01DOI: 10.1080/1356978990040110
Elektra Tselikas-Portmann, S. Egger
{"title":"Educational Drama in Austria","authors":"Elektra Tselikas-Portmann, S. Egger","doi":"10.1080/1356978990040110","DOIUrl":"https://doi.org/10.1080/1356978990040110","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1999-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74236019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-02-01DOI: 10.1080/1356978990040109
Daniela Bacova
(1999). The Position of Children's Theatre and Drama in Education in Slovakia during the last 15 Years. Research in Drama Education: The Journal of Applied Theatre and Performance: Vol. 4, No. 1, pp. 91-100.
{"title":"The Position of Children's Theatre and Drama in Education in Slovakia during the last 15 Years","authors":"Daniela Bacova","doi":"10.1080/1356978990040109","DOIUrl":"https://doi.org/10.1080/1356978990040109","url":null,"abstract":"(1999). The Position of Children's Theatre and Drama in Education in Slovakia during the last 15 Years. Research in Drama Education: The Journal of Applied Theatre and Performance: Vol. 4, No. 1, pp. 91-100.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1999-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74347404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-02-01DOI: 10.1080/1356978990040115
Tolay Ustundag
{"title":"The Effects of Creative Drama in the Teaching of Citizenship and Human Rights Education","authors":"Tolay Ustundag","doi":"10.1080/1356978990040115","DOIUrl":"https://doi.org/10.1080/1356978990040115","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1999-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77738650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-02-01DOI: 10.1080/1356978990040108
N. Zuhra
[1] This viewpoint is an adaptation of a talk delivered at a seminar organized by the Malaysian Association for Commonwealth Literature and Language Studies (MACLALS) in conjunction with the English Department of the University of Malaya from 5 to 6 February 1994. The theme of the seminar was: 'Challenges of Reading the Old and the New'.
{"title":"Teaching Drama in Malaysia: vertical and horizontal perspectives[1]","authors":"N. Zuhra","doi":"10.1080/1356978990040108","DOIUrl":"https://doi.org/10.1080/1356978990040108","url":null,"abstract":"[1] This viewpoint is an adaptation of a talk delivered at a seminar organized by the Malaysian Association for Commonwealth Literature and Language Studies (MACLALS) in conjunction with the English Department of the University of Malaya from 5 to 6 February 1994. The theme of the seminar was: 'Challenges of Reading the Old and the New'.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1999-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83492442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-02-01DOI: 10.1080/1356978990040102
D. Montgomerie, Jane Ferguson
ABSTRACT This article is based on a 6‐week intervention drama programme in selected inner‐city schools, as part of an in‐service project. The teaching involved working with selected classes for 2‐3 half‐day sessions. The aim was to raise the awareness of drama as a medium for the teaching of reading. The classes were in the lower primary track with children ranging from 4 to 8 years old. The data are based on observations made during the drama sessions by the researchers and the class teachers who were in observer and participant‐observer roles. This article is driven by the hypothesis that process drama contributes to the development of critical literacy skills. The researchers offer two ‘thick descriptions’ of literacy events, involving children with English as an emerging additional language, to illustrate that process drama may contribute to our understanding of developing critical literacy through a pedagogic approach which validates extensive drama intervention in the reading process. The evidence i...
{"title":"Bears Don't Need Phonics: an examination of the role of drama in laying the foundations for critical thinking in the reading process","authors":"D. Montgomerie, Jane Ferguson","doi":"10.1080/1356978990040102","DOIUrl":"https://doi.org/10.1080/1356978990040102","url":null,"abstract":"ABSTRACT This article is based on a 6‐week intervention drama programme in selected inner‐city schools, as part of an in‐service project. The teaching involved working with selected classes for 2‐3 half‐day sessions. The aim was to raise the awareness of drama as a medium for the teaching of reading. The classes were in the lower primary track with children ranging from 4 to 8 years old. The data are based on observations made during the drama sessions by the researchers and the class teachers who were in observer and participant‐observer roles. This article is driven by the hypothesis that process drama contributes to the development of critical literacy skills. The researchers offer two ‘thick descriptions’ of literacy events, involving children with English as an emerging additional language, to illustrate that process drama may contribute to our understanding of developing critical literacy through a pedagogic approach which validates extensive drama intervention in the reading process. The evidence i...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1999-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73492747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-02-01DOI: 10.1080/1356978990040104
Nevine A. Yassa
Abstract The purpose of this qualitative study was to examine high school students' perceptions of being involved in creative drama, and the effect of this involvement on their social interactions. The research methods used for collecting data were interviews and observations. All data were collected, analysed and interpreted using qualitative research techniques. Participants were selected via purposive sampling, and drawn from two high schools. They included two male students, four female students, and three teachers. These schools are part of a North‐western Ontario school board composed of approximately five high schools. The findings of this study provide insights into common attitudes and behaviours in the daily interpersonal relations among students involved in creative drama, and reveal that, in many cases, an involvement in drama classes enhances social interaction and self‐confidence.
{"title":"High School Involvement in Creative Drama","authors":"Nevine A. Yassa","doi":"10.1080/1356978990040104","DOIUrl":"https://doi.org/10.1080/1356978990040104","url":null,"abstract":"Abstract The purpose of this qualitative study was to examine high school students' perceptions of being involved in creative drama, and the effect of this involvement on their social interactions. The research methods used for collecting data were interviews and observations. All data were collected, analysed and interpreted using qualitative research techniques. Participants were selected via purposive sampling, and drawn from two high schools. They included two male students, four female students, and three teachers. These schools are part of a North‐western Ontario school board composed of approximately five high schools. The findings of this study provide insights into common attitudes and behaviours in the daily interpersonal relations among students involved in creative drama, and reveal that, in many cases, an involvement in drama classes enhances social interaction and self‐confidence.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1999-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88546800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-02-01DOI: 10.1080/1356978990040103
G. Allen, I. Allen, Lynn Dalrymple
ABSTRACT The evaluation of Theatre in Education (TIE) programmes raises a number of interesting questions. This article describes and analyses the process of evaluation of phase two of ‘Forbidden Fire’, a Theatre in Health Education project developed by Rent‐a‐Role Theatre Company at the Barbican Theatre, Plymouth and presented in local primary schools. The authors explore some of the difficulties inherent in using qualitative approaches for the purposes of evaluation. They show what can be done with reference to an evaluation of ‘Forbidden Fire’ that was undertaken for a multi‐agency steering committee in Plymouth, UK. After briefly describing the TIE project, reference is made to examples of qualitative data from the evaluation report to show how theory was developed. An argument is developed about the art experience, resulting in an emergence of powerful moments or moments of cognitive illumination. This observation is related to the way TIE might contribute to promoting moral development in the classr...
对戏剧教育(TIE)项目的评估提出了一些有趣的问题。本文描述并分析了“禁止之火”第二阶段的评估过程，“禁止之火”是由普利茅斯巴比肯剧院的Rent - a - Role剧院公司开发的一个健康教育剧院项目，并在当地小学展出。作者探讨了为评价目的使用定性方法所固有的一些困难。他们展示了在英国普利茅斯为多机构指导委员会进行的“禁火”评估中可以做些什么。在简要描述了TIE项目之后，参考了评估报告中的定性数据示例，以说明理论是如何发展的。一种关于艺术体验的争论发展起来，导致出现了强大的时刻或认知启发的时刻。这一观察结果与TIE可能有助于促进班级道德发展的方式有关……
{"title":"Ideology, Practice and Evaluation: developing the effectiveness of Theatre in Education","authors":"G. Allen, I. Allen, Lynn Dalrymple","doi":"10.1080/1356978990040103","DOIUrl":"https://doi.org/10.1080/1356978990040103","url":null,"abstract":"ABSTRACT The evaluation of Theatre in Education (TIE) programmes raises a number of interesting questions. This article describes and analyses the process of evaluation of phase two of ‘Forbidden Fire’, a Theatre in Health Education project developed by Rent‐a‐Role Theatre Company at the Barbican Theatre, Plymouth and presented in local primary schools. The authors explore some of the difficulties inherent in using qualitative approaches for the purposes of evaluation. They show what can be done with reference to an evaluation of ‘Forbidden Fire’ that was undertaken for a multi‐agency steering committee in Plymouth, UK. After briefly describing the TIE project, reference is made to examples of qualitative data from the evaluation report to show how theory was developed. An argument is developed about the art experience, resulting in an emergence of powerful moments or moments of cognitive illumination. This observation is related to the way TIE might contribute to promoting moral development in the classr...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1999-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81966795","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-02-01DOI: 10.1080/1356978990040111
J. Mienczakowski
{"title":"Emerging Forms: comments upon Johnny Saldana's ‘Ethical issues in an ethnographic performance text: the “dramatic impact” of “juicy stuff”","authors":"J. Mienczakowski","doi":"10.1080/1356978990040111","DOIUrl":"https://doi.org/10.1080/1356978990040111","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1999-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83936830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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