Pub Date : 1997-09-01DOI: 10.1080/1356978970020204
J. O’Toole
Abstract This article is a plea for a more varied, direct, confident, artistically structured and aesthetically pleasing approach to writing about drama research, formal and informal. It is my (no, not ‘the author's’), perception that a great deal of writing in this field is constrained inappropriately and sometimes ruthlessly by scholastic conventions which are not appropriate for writings beyond the genre ‘university thesis’. I briefly canvass the reasons for this. Further, I contend that subjugation to those constraints frequently provides misleading subtexts or indicates subtextual irrelevancies, such as a residual insecurity in our craft as researchers and communicators, or a thinly concealed egotism. A list of bad habits, and practices that can easily slip into excess, is provided, with explanations and examples. There are a few riddles and paradoxes in the text for the sharp reader, and some slightly inflated rhetoric‐it is a plea, after all.
{"title":"Ex‐citing Writing: re‐evaluating some practices in writing about drama and its research","authors":"J. O’Toole","doi":"10.1080/1356978970020204","DOIUrl":"https://doi.org/10.1080/1356978970020204","url":null,"abstract":"Abstract This article is a plea for a more varied, direct, confident, artistically structured and aesthetically pleasing approach to writing about drama research, formal and informal. It is my (no, not ‘the author's’), perception that a great deal of writing in this field is constrained inappropriately and sometimes ruthlessly by scholastic conventions which are not appropriate for writings beyond the genre ‘university thesis’. I briefly canvass the reasons for this. Further, I contend that subjugation to those constraints frequently provides misleading subtexts or indicates subtextual irrelevancies, such as a residual insecurity in our craft as researchers and communicators, or a thinly concealed egotism. A list of bad habits, and practices that can easily slip into excess, is provided, with explanations and examples. There are a few riddles and paradoxes in the text for the sharp reader, and some slightly inflated rhetoric‐it is a plea, after all.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"33 1","pages":"185-191"},"PeriodicalIF":0.6,"publicationDate":"1997-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81106859","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: 10.1080/1356978970020203
Jenny Whatman
Abstract This article argues for a redefinition of teaching as a performing art and for teacher education to be remodelled accordingly. It is based on theory generated by the author's research with pre‐service secondary teacher trainees which examined the nature of role identity, role conflict and the place of reflection in role identity resolution. It is suggested that a teacher education programme might most profitably prepare beginning teachers for the complex roles of teaching by focusing on the skills of improvisatory performance and on intra‐ and interpersonal skill development.
{"title":"Teaching is Performing: an alternative model of teacher education","authors":"Jenny Whatman","doi":"10.1080/1356978970020203","DOIUrl":"https://doi.org/10.1080/1356978970020203","url":null,"abstract":"Abstract This article argues for a redefinition of teaching as a performing art and for teacher education to be remodelled accordingly. It is based on theory generated by the author's research with pre‐service secondary teacher trainees which examined the nature of role identity, role conflict and the place of reflection in role identity resolution. It is suggested that a teacher education programme might most profitably prepare beginning teachers for the complex roles of teaching by focusing on the skills of improvisatory performance and on intra‐ and interpersonal skill development.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"8 1","pages":"173-184"},"PeriodicalIF":0.6,"publicationDate":"1997-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79032524","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 : 1997-03-01DOI: 10.1080/1356978970020110
H. Heikkinen
{"title":"'Shaken, not Stirred': an attempt to illustrate the need for international communicative dialogue in the systematic research of drama and theatre in education from the point of view of a Finnish research student","authors":"H. Heikkinen","doi":"10.1080/1356978970020110","DOIUrl":"https://doi.org/10.1080/1356978970020110","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"127 1","pages":"114-117"},"PeriodicalIF":0.6,"publicationDate":"1997-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76296942","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 : 1997-03-01DOI: 10.1080/1356978970020104
J. Trowsdale
ABSTRACT The work of Indian theatre practitioner Badal Sircar represents a socially committed model of physically based theatre which has significance for drama educators. His work in Third Theatre bears many relations to existing Educational Drama practice, yet there is still more to be learned from his example. In the context of the separation which exists in British culture between educational and professional arts, Sircar proposes an important alternative model for the artist in education in which educational and professional concerns connect.
{"title":"Sitting in Badal's Circle: artist and pedagogue; the theatre of Badal Sircar","authors":"J. Trowsdale","doi":"10.1080/1356978970020104","DOIUrl":"https://doi.org/10.1080/1356978970020104","url":null,"abstract":"ABSTRACT The work of Indian theatre practitioner Badal Sircar represents a socially committed model of physically based theatre which has significance for drama educators. His work in Third Theatre bears many relations to existing Educational Drama practice, yet there is still more to be learned from his example. In the context of the separation which exists in British culture between educational and professional arts, Sircar proposes an important alternative model for the artist in education in which educational and professional concerns connect.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"44 1","pages":"43-54"},"PeriodicalIF":0.6,"publicationDate":"1997-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80706612","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 : 1997-03-01DOI: 10.1080/1356978970020103
C. Warner
ABSTRACT Teachers who utilise Drama in Education (DIE) techniques will recognise that there are different levels of student involvement in every dramatic experience. This research study examined the circumstances surrounding student engagement in drama. DIE techniques were used in a language arts classroom made up of seventh‐grade students (11‐12 years old) examining and exploring literature. Through participation observation, audio and video recordings, artifacts, journal entries, interviews and samples of student writing, the patterns of the students’ engagement were analysed to reveal the mental process that a participant undergoes in order to engage in a dramatic activity. Specific findings of this drama engagement study were: (1) four different categories of engagement strategies were observed and defined according to how students personally engage in a dramatic activity; (2) internal imagery and/or setting play an important and necessary role for students to begin their engagement strategies; and (3...
{"title":"The Edging in of Engagement: exploring the nature of engagement in drama","authors":"C. Warner","doi":"10.1080/1356978970020103","DOIUrl":"https://doi.org/10.1080/1356978970020103","url":null,"abstract":"ABSTRACT Teachers who utilise Drama in Education (DIE) techniques will recognise that there are different levels of student involvement in every dramatic experience. This research study examined the circumstances surrounding student engagement in drama. DIE techniques were used in a language arts classroom made up of seventh‐grade students (11‐12 years old) examining and exploring literature. Through participation observation, audio and video recordings, artifacts, journal entries, interviews and samples of student writing, the patterns of the students’ engagement were analysed to reveal the mental process that a participant undergoes in order to engage in a dramatic activity. Specific findings of this drama engagement study were: (1) four different categories of engagement strategies were observed and defined according to how students personally engage in a dramatic activity; (2) internal imagery and/or setting play an important and necessary role for students to begin their engagement strategies; and (3...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"11 1","pages":"21-42"},"PeriodicalIF":0.6,"publicationDate":"1997-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80325372","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 : 1997-03-01DOI: 10.1080/1356978970020105
M. McNaughton
ABSTRACT This study sought to discover if drama were a particularly useful tool for developing children's skills in imaginative writing and for motivating them to write. The imaginative writing of children who had experienced drama was compared with that of similar children who had taken part in discussion work. Would the experience of drama help the children to meet the writing task more effectively in areas such as lexis, structure, voice (writing‐in‐role) and expressing ideas and emotions? A series of 20 drama lessons and 20 parallel discussion lessons was devised and taught to two sets of children. At the end of each lesson the children were asked to produce a piece of writing (e.g. a poem, story, report). After close analysis, comparisons were made between the two sets of writing. Overall, in 17 out of 20 sets of writing, the drama group met the set task better or slightly better than the discussion group. Also, the drama group wrote, on average, 24.5% more than the discussion group. Reasons for thes...
{"title":"Drama and Children's Writing: a study of the influence of drama on the imaginative writing of primary school children","authors":"M. McNaughton","doi":"10.1080/1356978970020105","DOIUrl":"https://doi.org/10.1080/1356978970020105","url":null,"abstract":"ABSTRACT This study sought to discover if drama were a particularly useful tool for developing children's skills in imaginative writing and for motivating them to write. The imaginative writing of children who had experienced drama was compared with that of similar children who had taken part in discussion work. Would the experience of drama help the children to meet the writing task more effectively in areas such as lexis, structure, voice (writing‐in‐role) and expressing ideas and emotions? A series of 20 drama lessons and 20 parallel discussion lessons was devised and taught to two sets of children. At the end of each lesson the children were asked to produce a piece of writing (e.g. a poem, story, report). After close analysis, comparisons were made between the two sets of writing. Overall, in 17 out of 20 sets of writing, the drama group met the set task better or slightly better than the discussion group. Also, the drama group wrote, on average, 24.5% more than the discussion group. Reasons for thes...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"6 1","pages":"55-86"},"PeriodicalIF":0.6,"publicationDate":"1997-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72817714","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 : 1997-03-01DOI: 10.1080/1356978970020106
L. Bresler, Judith Davidson Wasser, Nancy B. Hertzog
ABSTRACT School art, of which performing art is one form, is a hybrid genre. It exists between educational and artistic institutions. This paper examines ways in which theatrical forms are transformed or created as they enter the embrace of the school institution. Through an in‐depth analysis of a one‐man dramatisation entitled, ‘Casey at the Bat’, the authors investigate content, performance style, and values as they are manifested in the school performance. This examination enhances understanding of what children are learning on these occasions and how this learning is orchestrated. The authors discuss the relationship between the school and art worlds, and the role and value of this hybrid genre of the art form.
{"title":"Casey at the Bat: a hybrid genre of two worlds","authors":"L. Bresler, Judith Davidson Wasser, Nancy B. Hertzog","doi":"10.1080/1356978970020106","DOIUrl":"https://doi.org/10.1080/1356978970020106","url":null,"abstract":"ABSTRACT School art, of which performing art is one form, is a hybrid genre. It exists between educational and artistic institutions. This paper examines ways in which theatrical forms are transformed or created as they enter the embrace of the school institution. Through an in‐depth analysis of a one‐man dramatisation entitled, ‘Casey at the Bat’, the authors investigate content, performance style, and values as they are manifested in the school performance. This examination enhances understanding of what children are learning on these occasions and how this learning is orchestrated. The authors discuss the relationship between the school and art worlds, and the role and value of this hybrid genre of the art form.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"4 1","pages":"87-106"},"PeriodicalIF":0.6,"publicationDate":"1997-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86905167","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 : 1997-03-01DOI: 10.1080/1356978970020109
Jennifer Simons
{"title":"Let's Face the Music and Dance","authors":"Jennifer Simons","doi":"10.1080/1356978970020109","DOIUrl":"https://doi.org/10.1080/1356978970020109","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"7 1","pages":"111-113"},"PeriodicalIF":0.6,"publicationDate":"1997-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84406361","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 : 1997-03-01DOI: 10.1080/1356978970020108
S. Brahmachari
{"title":"Calling a Truce: theatre practitioners and drama teachers as partners in research","authors":"S. Brahmachari","doi":"10.1080/1356978970020108","DOIUrl":"https://doi.org/10.1080/1356978970020108","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"64 1","pages":"109-111"},"PeriodicalIF":0.6,"publicationDate":"1997-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86628941","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 : 1997-03-01DOI: 10.1080/1356978970020102
Stephen Cockett
Abstract Most drama teachers adhere to the principle that learning in drama is a dialectical process. Their practice, therefore, begs the questions: are there different types of dialectic in drama, and, if so, how do they affect the nature of the learning that takes place within them? This paper attempts to illuminate these questions by exploring the relationship between drama and story, focusing on the different types of dialectic in story modes which are common to all forms of narrative‐‐read, told and enacted. Two main story modes are highlighted‐‐the story of action, and of parable, or more specifically, story built on the oppositional tension between parable and myth. Discussion of the two story modes compares their differences in dialectical form and purpose, and how these may shape objectives for teaching and learning. Distinction is made between the objective of problem‐solving in stories of action, and parable's function to expose problems and tensions embedded in our cultural value systems. The ...
{"title":"Drama, Myth and Parable: problem‐solving and problem‐knowing","authors":"Stephen Cockett","doi":"10.1080/1356978970020102","DOIUrl":"https://doi.org/10.1080/1356978970020102","url":null,"abstract":"Abstract Most drama teachers adhere to the principle that learning in drama is a dialectical process. Their practice, therefore, begs the questions: are there different types of dialectic in drama, and, if so, how do they affect the nature of the learning that takes place within them? This paper attempts to illuminate these questions by exploring the relationship between drama and story, focusing on the different types of dialectic in story modes which are common to all forms of narrative‐‐read, told and enacted. Two main story modes are highlighted‐‐the story of action, and of parable, or more specifically, story built on the oppositional tension between parable and myth. Discussion of the two story modes compares their differences in dialectical form and purpose, and how these may shape objectives for teaching and learning. Distinction is made between the objective of problem‐solving in stories of action, and parable's function to expose problems and tensions embedded in our cultural value systems. The ...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"85 1","pages":"7-20"},"PeriodicalIF":0.6,"publicationDate":"1997-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83885494","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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