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……
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Pub Date : 1999-02-01DOI: 10.1080/1356978990040112
H. Nicholson
{"title":"Research as Confession Helen Nicholson","authors":"H. Nicholson","doi":"10.1080/1356978990040112","DOIUrl":"https://doi.org/10.1080/1356978990040112","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"62 1","pages":"100-103"},"PeriodicalIF":0.6,"publicationDate":"1999-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84714427","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 : 1998-09-01DOI: 10.1080/1356978980030202
Sharon Bailin
Abstract One of the arguments which is sometimes made about the educational value of drama is that drama involves critical thinking and that critical thinking can be promoted by work in drama. If this is the case, it is an important claim, since the ability to think critically is crucial in our complex and problematic world. But in order to support this claim, the concept of critical thinking needs to be examined fully and the connection between critical thinking and drama needs to be elaborated in detail. The argument that drama can foster critical thinking needs to rest on a clear, coherent and defensible conception of critical thinking and needs to be elaborated in terms of a detailed consideration of how, exactly, critical thinking can be part of work in drama. The author's research has focused both on the nature and justification of drama education and on critical thinking, and in this article she brings these areas together by detailing how critical thinking might be understood in the context of dra...
{"title":"Critical Thinking and Drama Education","authors":"Sharon Bailin","doi":"10.1080/1356978980030202","DOIUrl":"https://doi.org/10.1080/1356978980030202","url":null,"abstract":"Abstract One of the arguments which is sometimes made about the educational value of drama is that drama involves critical thinking and that critical thinking can be promoted by work in drama. If this is the case, it is an important claim, since the ability to think critically is crucial in our complex and problematic world. But in order to support this claim, the concept of critical thinking needs to be examined fully and the connection between critical thinking and drama needs to be elaborated in detail. The argument that drama can foster critical thinking needs to rest on a clear, coherent and defensible conception of critical thinking and needs to be elaborated in terms of a detailed consideration of how, exactly, critical thinking can be part of work in drama. The author's research has focused both on the nature and justification of drama education and on critical thinking, and in this article she brings these areas together by detailing how critical thinking might be understood in the context of dra...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"107 1","pages":"145-153"},"PeriodicalIF":0.6,"publicationDate":"1998-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80773879","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 : 1998-09-01DOI: 10.1080/1356978980030206
James. Thompson
This article presents questions and comments arising from a year long fellowship in the USA to examine arts and theatre work with ‘at risk’ youth groups. The article concentrates on the therapeutic...
{"title":"Theatre and Offender Rehabilitation: observations from the USA","authors":"James. Thompson","doi":"10.1080/1356978980030206","DOIUrl":"https://doi.org/10.1080/1356978980030206","url":null,"abstract":"This article presents questions and comments arising from a year long fellowship in the USA to examine arts and theatre work with ‘at risk’ youth groups. The article concentrates on the therapeutic...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"53 1","pages":"197-210"},"PeriodicalIF":0.6,"publicationDate":"1998-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82697896","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 : 1998-09-01DOI: 10.1080/1356978980030211
F. Inglis
{"title":"The Retort Courteous: John O'Toole and the attack on Holofernes","authors":"F. Inglis","doi":"10.1080/1356978980030211","DOIUrl":"https://doi.org/10.1080/1356978980030211","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"468 1","pages":"251-252"},"PeriodicalIF":0.6,"publicationDate":"1998-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83592140","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 : 1998-09-01DOI: 10.1080/1356978980030210
Stephen Cockett
{"title":"Formative Assessment in Drama","authors":"Stephen Cockett","doi":"10.1080/1356978980030210","DOIUrl":"https://doi.org/10.1080/1356978980030210","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"12 1","pages":"248-250"},"PeriodicalIF":0.6,"publicationDate":"1998-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74249354","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 : 1998-09-01DOI: 10.1080/1356978980030203
Lorenzo Garcia
Abstract Rehearsing and ‘living through’ a play production provided opportunities for nine students to reflect on their lives as theatre artists. In a series of interviews, the students searched for what was in their educational programme to establish the kinds of community they desired. That vision focused on the themes of inclusion, collaboration and voice. The interrelated themes reflect attempts to define organisational lives around shared ideals or ‘virtues’. While adhering to certain beliefs about how individuals should live in relation to each other is important, there are two other defining characteristics of the common ground that connects these students to each other. The basis for the creation of community is also advanced by a willingness to recognise individual identity and the interconnectedness among group members. Finally, finding common ground is associated with preserving a compact of affirmation, solidarity and critique.
{"title":"Creating Community in a University Production of Bocon","authors":"Lorenzo Garcia","doi":"10.1080/1356978980030203","DOIUrl":"https://doi.org/10.1080/1356978980030203","url":null,"abstract":"Abstract Rehearsing and ‘living through’ a play production provided opportunities for nine students to reflect on their lives as theatre artists. In a series of interviews, the students searched for what was in their educational programme to establish the kinds of community they desired. That vision focused on the themes of inclusion, collaboration and voice. The interrelated themes reflect attempts to define organisational lives around shared ideals or ‘virtues’. While adhering to certain beliefs about how individuals should live in relation to each other is important, there are two other defining characteristics of the common ground that connects these students to each other. The basis for the creation of community is also advanced by a willingness to recognise individual identity and the interconnectedness among group members. Finally, finding common ground is associated with preserving a compact of affirmation, solidarity and critique.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"48 1","pages":"155-166"},"PeriodicalIF":0.6,"publicationDate":"1998-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86318410","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 : 1998-09-01DOI: 10.1080/1356978980030207
M. Cremin
Abstract The imagination is assumed to be part of the classroom drama process developing within children as they are educated. The main purpose of this investigation is to identify some of the processes which make up the imagination as it functions in classroom drama, so that both the teaching and assessment of the imagination can be deliberate and focused upon specific aspects. The imaginative modes of Bell are applied to the drama work of some primary school children as they create drama within three kinds of drama structures, during a series of lessons over one term. These are analysed to identify the kinds of processes being used, and correlated to different personality types. Some concluding considerations about the effectiveness of Bell's modes, and how they might be modified for the analysis of classroom drama, together with some larger issues for teachers and researchers of the imagination are suggested.
{"title":"Identifying Some Imaginative Processes in the Drama Work of Primary School Children as They Use Three Different Kinds of Drama Structures for Learning","authors":"M. Cremin","doi":"10.1080/1356978980030207","DOIUrl":"https://doi.org/10.1080/1356978980030207","url":null,"abstract":"Abstract The imagination is assumed to be part of the classroom drama process developing within children as they are educated. The main purpose of this investigation is to identify some of the processes which make up the imagination as it functions in classroom drama, so that both the teaching and assessment of the imagination can be deliberate and focused upon specific aspects. The imaginative modes of Bell are applied to the drama work of some primary school children as they create drama within three kinds of drama structures, during a series of lessons over one term. These are analysed to identify the kinds of processes being used, and correlated to different personality types. Some concluding considerations about the effectiveness of Bell's modes, and how they might be modified for the analysis of classroom drama, together with some larger issues for teachers and researchers of the imagination are suggested.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"42 1","pages":"211-224"},"PeriodicalIF":0.6,"publicationDate":"1998-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80047514","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 : 1998-09-01DOI: 10.1080/1356978980030204
Vicki Doësebs
This article is based on practical experience gained during a project on building of capacity in rural communities in KwaZulu-Natal Province, whose government is aligned with the objectives of the national Government's Reconstruction and Development Programme. The author learnt that the use of drama alone is not sufficient to address the 'realities of present time' in South Africa. Specific skills are needed to enrol stakeholders in a process of change, enable them to adjust negative perceptions and break through barriers that hold them to ransom. The author's previous job as an actor-teacher/researcher in a project which educates schools about HIV/AIDS and life skills offered her a world of experience as a community development drama practitioner. These experiences not only increased her knowledge in using drama as a tool for education, but most importantly, confirmed the importance of being a good listener and observer. She recognised the challenge as well as the opportunities that need to be exploited by every person working towards the betterment of the New South Africa; that real education is about change, and that change would not necessarily take place if those being educated were not allowed a chance to reflect upon their past in order to realise a future for themselves.
{"title":"Lay Down Your Arms: drama as an efficacious remedy in South Africa","authors":"Vicki Doësebs","doi":"10.1080/1356978980030204","DOIUrl":"https://doi.org/10.1080/1356978980030204","url":null,"abstract":"This article is based on practical experience gained during a project on building of capacity in rural communities in KwaZulu-Natal Province, whose government is aligned with the objectives of the national Government's Reconstruction and Development Programme. The author learnt that the use of drama alone is not sufficient to address the 'realities of present time' in South Africa. Specific skills are needed to enrol stakeholders in a process of change, enable them to adjust negative perceptions and break through barriers that hold them to ransom. The author's previous job as an actor-teacher/researcher in a project which educates schools about HIV/AIDS and life skills offered her a world of experience as a community development drama practitioner. These experiences not only increased her knowledge in using drama as a tool for education, but most importantly, confirmed the importance of being a good listener and observer. She recognised the challenge as well as the opportunities that need to be exploited by every person working towards the betterment of the New South Africa; that real education is about change, and that change would not necessarily take place if those being educated were not allowed a chance to reflect upon their past in order to realise a future for themselves.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"3 1","pages":"167-179"},"PeriodicalIF":0.6,"publicationDate":"1998-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79958669","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 : 1998-09-01DOI: 10.1080/1356978980030209
Theodore Grammatas
{"title":"Theatre Education in Greece","authors":"Theodore Grammatas","doi":"10.1080/1356978980030209","DOIUrl":"https://doi.org/10.1080/1356978980030209","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"195 1","pages":"247-248"},"PeriodicalIF":0.6,"publicationDate":"1998-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79812301","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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