Pub Date : 1998-03-01DOI: 10.1080/1356978980030108
J. Hennessy
Abstract This article considers three essential points: the term ‘Theatre in Education (TIE) actor’ rather than ‘actor‐teacher'; the relationship actors, particularly TIE actors, have with research; and lastly, some reflections on the function of the research TIE actors do. It is intended not only to validate the importance of the research a TIE actor does, but also to try to identify some unique characteristics which may be unfamiliar to contemporary qualitative research procedures. From this a key question arises: is the research a TIE actor does different from that engaged in by any other kind of theatre actor? The response to this question begins to explore terms used by Maykut & Morehouse when defining a qualitative researcher and prompts comparisons to the language used by TIE practitioners to describe their praxis. The evolution of this ‘language of TIE creation’ appears to be strongly motivated by the collaborative nature of the research TIE practitioners (not only actors!) engage in.
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Pub Date : 1998-03-01DOI: 10.1080/1356978980030104
L. McCammon, J. Norris, Carole Miller
Abstract Teacher preparation seeks to develop reflective practitioners who examine and re‐examine teaching and learning, knowledge, beliefs and values. Articulation of teacher voice‐‐use of language to explain, describe, question, explore or challenge‐‐is vital. Teacher voice implies that a teacher can speak her or his own truth and be heard. Inherent barriers in teacher education, especially in drama education, impede reflection and teacher voice. These include: (a) isolation‐‐particularly problematic in drama education‐‐students feel marginalised in both theatre and education departments; and (b) student culture favouring practice over theory, a perception created when education departments ignore arts students and drama methods texts ignore education theory. Three drama educators, two Canadian and one American, use drama student teacher written cases to develop reflection and community in pre‐service secondary drama teachers. The cases are introduced during the methods class. While each case can be exp...
{"title":"Cacophony and Fugue: pre‐service narratives create conversation about drama education","authors":"L. McCammon, J. Norris, Carole Miller","doi":"10.1080/1356978980030104","DOIUrl":"https://doi.org/10.1080/1356978980030104","url":null,"abstract":"Abstract Teacher preparation seeks to develop reflective practitioners who examine and re‐examine teaching and learning, knowledge, beliefs and values. Articulation of teacher voice‐‐use of language to explain, describe, question, explore or challenge‐‐is vital. Teacher voice implies that a teacher can speak her or his own truth and be heard. Inherent barriers in teacher education, especially in drama education, impede reflection and teacher voice. These include: (a) isolation‐‐particularly problematic in drama education‐‐students feel marginalised in both theatre and education departments; and (b) student culture favouring practice over theory, a perception created when education departments ignore arts students and drama methods texts ignore education theory. Three drama educators, two Canadian and one American, use drama student teacher written cases to develop reflection and community in pre‐service secondary drama teachers. The cases are introduced during the methods class. While each case can be exp...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1998-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86908724","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 : 1998-03-01DOI: 10.1080/1356978980030110
Inci San
{"title":"The Development of Drama in Education in Turkey","authors":"Inci San","doi":"10.1080/1356978980030110","DOIUrl":"https://doi.org/10.1080/1356978980030110","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1998-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84593225","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 : 1997-09-01DOI: 10.1080/1356978970020206
Michael Carklin
Abstract South African society has undergone immense change in recent years and arguably one of the most fundamental challenges has been transforming the education system from one that was strongly authoritarian, subject‐centred and based on political indoctrination, to one which embraces notions of child‐centredness, diversity, multicul‐turalism and multilingualism. The key idea of this article is ‘intervention’, exploring the ways in which theatre ‘intervenes’ in the South African education system. Three areas of intervention are highlighted: firstly, through introducing drama as a formal subject of school study; secondly, as a methodology for teachers across the curriculum, and thirdly, as an intervention from the outside, through, for example, visiting theatre companies, and in this case, the DramAidE company which focuses on HIV/AIDS and lifeskills education. Whilst these areas of dramatic engagement are not new, it is unlikely that drama will automatically become part of the transformed system witho...
{"title":"Rainbows and Spider Webs: new challenges for theatre in a transformed system of education in South Africa[1]","authors":"Michael Carklin","doi":"10.1080/1356978970020206","DOIUrl":"https://doi.org/10.1080/1356978970020206","url":null,"abstract":"Abstract South African society has undergone immense change in recent years and arguably one of the most fundamental challenges has been transforming the education system from one that was strongly authoritarian, subject‐centred and based on political indoctrination, to one which embraces notions of child‐centredness, diversity, multicul‐turalism and multilingualism. The key idea of this article is ‘intervention’, exploring the ways in which theatre ‘intervenes’ in the South African education system. Three areas of intervention are highlighted: firstly, through introducing drama as a formal subject of school study; secondly, as a methodology for teachers across the curriculum, and thirdly, as an intervention from the outside, through, for example, visiting theatre companies, and in this case, the DramAidE company which focuses on HIV/AIDS and lifeskills education. Whilst these areas of dramatic engagement are not new, it is unlikely that drama will automatically become part of the transformed system witho...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1997-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89249500","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 : 1997-09-01DOI: 10.1080/1356978970020205
J. Simons
Abstract Drama has traditionally sought ways to unite differences in a common expression, but this purpose is challenged by multiculturalism and the need to respect rather than erase different subjectivities in order to ensure equity” in education. This article suggests that an artistic holding form which has as its essence ambiguity could serve to recruit difference and allow for the establishment of a more just ‘cohesive sociality’. The tolerance of ambiguity is one feature of creativity, and this paper explores ways that cognitive and affective meaning can be enhanced by sustaining, rather than attempting to eliminate multiple ways of seeing.
{"title":"Drama Pedagogy and the Art of Double Meaning","authors":"J. Simons","doi":"10.1080/1356978970020205","DOIUrl":"https://doi.org/10.1080/1356978970020205","url":null,"abstract":"Abstract Drama has traditionally sought ways to unite differences in a common expression, but this purpose is challenged by multiculturalism and the need to respect rather than erase different subjectivities in order to ensure equity” in education. This article suggests that an artistic holding form which has as its essence ambiguity could serve to recruit difference and allow for the establishment of a more just ‘cohesive sociality’. The tolerance of ambiguity is one feature of creativity, and this paper explores ways that cognitive and affective meaning can be enhanced by sustaining, rather than attempting to eliminate multiple ways of seeing.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1997-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88727060","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 : 1997-09-01DOI: 10.1080/1356978970020202
J. Mienczakowski
Abstract This article discusses a form of qualitative theatre research known as critical ‘ethno‐drama’. It is based upon a growing body of published work which has previously explained the mechanisms applied during the construction of student performed research narratives. As some readers might already be familiar with the nature of this work, which has been rehearsed in a number of books and journals, descriptions of the construction process are brief. The article seeks to illuminate, with numerous extracts from both published scripts and research data, how this form of theatre attempts to influence a variety of understandings and audiences and how the notion of emancipatory action needs to be refined in relation to theatre involving health issues. Essentially, the article seeks to embrace an understanding of a form of academic research and theatrical presentation which is open to public contestation. Through the examples given it is hoped that the reader gains a ‘feel’ for research performance narrative...
{"title":"Theatre of Change","authors":"J. Mienczakowski","doi":"10.1080/1356978970020202","DOIUrl":"https://doi.org/10.1080/1356978970020202","url":null,"abstract":"Abstract This article discusses a form of qualitative theatre research known as critical ‘ethno‐drama’. It is based upon a growing body of published work which has previously explained the mechanisms applied during the construction of student performed research narratives. As some readers might already be familiar with the nature of this work, which has been rehearsed in a number of books and journals, descriptions of the construction process are brief. The article seeks to illuminate, with numerous extracts from both published scripts and research data, how this form of theatre attempts to influence a variety of understandings and audiences and how the notion of emancipatory action needs to be refined in relation to theatre involving health issues. Essentially, the article seeks to embrace an understanding of a form of academic research and theatrical presentation which is open to public contestation. Through the examples given it is hoped that the reader gains a ‘feel’ for research performance narrative...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1997-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77972290","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 : 1997-09-01DOI: 10.1080/1356978970020210
G. Outa
{"title":"African Politics and the Struggle for the Artist's Freedom: viewpoints from Kenya","authors":"G. Outa","doi":"10.1080/1356978970020210","DOIUrl":"https://doi.org/10.1080/1356978970020210","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1997-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1356978970020210","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72527784","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 : 1997-09-01DOI: 10.1080/1356978970020207
Frank McKone
Some of the Viewpoints in this issue raise themes which are recurrent. Firstly, readers who are engaged with research are finding it useful to ask for contact with those who have similar interests. Secondly, with the continuing international development of drama education evidenced at conferences, and the interest in researching across countries, we are asking drama educators to provide brief, snapshot glimpses of the effect of current politics on arts education practice in their countries. Please send contributions to these themes and all other Viewpoints to Sally Mackey, The Central School of Speech and Drama, Eton Avenue, Swiss Cottage, London NW3 3HY, UK. Telephone: + 44 (0) 171 722 8183 Ext. 2223, Fax: +44 (0) 171 722 4132, e‐mail: mackey@mackey.u‐net.com
{"title":"Engagement and Assessment in Drama","authors":"Frank McKone","doi":"10.1080/1356978970020207","DOIUrl":"https://doi.org/10.1080/1356978970020207","url":null,"abstract":"Some of the Viewpoints in this issue raise themes which are recurrent. Firstly, readers who are engaged with research are finding it useful to ask for contact with those who have similar interests. Secondly, with the continuing international development of drama education evidenced at conferences, and the interest in researching across countries, we are asking drama educators to provide brief, snapshot glimpses of the effect of current politics on arts education practice in their countries. Please send contributions to these themes and all other Viewpoints to Sally Mackey, The Central School of Speech and Drama, Eton Avenue, Swiss Cottage, London NW3 3HY, UK. Telephone: + 44 (0) 171 722 8183 Ext. 2223, Fax: +44 (0) 171 722 4132, e‐mail: mackey@mackey.u‐net.com","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1997-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83688336","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 : 1997-09-01DOI: 10.1080/1356978970020209
Mark Danby
{"title":"Research Funding for the Arts through Funding for Technology","authors":"Mark Danby","doi":"10.1080/1356978970020209","DOIUrl":"https://doi.org/10.1080/1356978970020209","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1997-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85630783","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 : 1997-09-01DOI: 10.1080/1356978970020211
Eberhard Scheiffele
{"title":"The Theatre of Truth: psychodrama, spontaneity and improvisation; the theatrical theories and influences of Jacob Levy Moreno","authors":"Eberhard Scheiffele","doi":"10.1080/1356978970020211","DOIUrl":"https://doi.org/10.1080/1356978970020211","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1997-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72684660","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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