Pub Date : 1997-03-01DOI: 10.1080/1356978970020111
Victor Merriman, T. Prentki
[1] The empire strikes back: the relevance of Theatre for Development in Africa and South-east Asia to community drama in the UK, Research in Drama Education, 1, pp. 33-49.
{"title":"Conversation: a dialogue developing issues arising from the article 'The empire strikes back' by Tim Prentki[1]","authors":"Victor Merriman, T. Prentki","doi":"10.1080/1356978970020111","DOIUrl":"https://doi.org/10.1080/1356978970020111","url":null,"abstract":"[1] The empire strikes back: the relevance of Theatre for Development in Africa and South-east Asia to community drama in the UK, Research in Drama Education, 1, pp. 33-49.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1997-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81892543","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 : 1996-09-01DOI: 10.1080/1356978960010214
M. O'Hara
{"title":"Research in Drama in Education: the rhetoric and the reality","authors":"M. O'Hara","doi":"10.1080/1356978960010214","DOIUrl":"https://doi.org/10.1080/1356978960010214","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1996-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85553721","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 : 1996-09-01DOI: 10.1080/1356978960010202
John Somers
{"title":"Approaches to Drama Research","authors":"John Somers","doi":"10.1080/1356978960010202","DOIUrl":"https://doi.org/10.1080/1356978960010202","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1996-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84829085","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 : 1996-09-01DOI: 10.1080/1356978960010204
J. Winston
Abstract In recent years, there has been renewed interest in Aristotelian or neo‐Aristotelian theory within the field of the human sciences. This article is an attempt to begin a reassessment of whether such an interest is appropriate for drama teachers. It begins with a critique of the objections to Aristotelian theatre raised by Brecht and Boal, two of the theorists who most influence educational drama. It proceeds to focus upon the cognitive nature of emotion and, in particular, upon how this relationship can inform our understanding of catharsis. Drawing upon the work, of Martha Nussbaum, I argue that catharsis is more accurately viewed as a process of cognitive illumination through the emotions rather than as one of purgation or political repression. Reflecting upon the significance of this for drama teachers, I propose that Beckerman's theory of iconic and dialectic action presents us with a perspective of moral engagement in drama which permits teachers to be informed by Brecht, Boal and Aristotle.
{"title":"Emotion, Reason and Moral Engagement in Drama","authors":"J. Winston","doi":"10.1080/1356978960010204","DOIUrl":"https://doi.org/10.1080/1356978960010204","url":null,"abstract":"Abstract In recent years, there has been renewed interest in Aristotelian or neo‐Aristotelian theory within the field of the human sciences. This article is an attempt to begin a reassessment of whether such an interest is appropriate for drama teachers. It begins with a critique of the objections to Aristotelian theatre raised by Brecht and Boal, two of the theorists who most influence educational drama. It proceeds to focus upon the cognitive nature of emotion and, in particular, upon how this relationship can inform our understanding of catharsis. Drawing upon the work, of Martha Nussbaum, I argue that catharsis is more accurately viewed as a process of cognitive illumination through the emotions rather than as one of purgation or political repression. Reflecting upon the significance of this for drama teachers, I propose that Beckerman's theory of iconic and dialectic action presents us with a perspective of moral engagement in drama which permits teachers to be informed by Brecht, Boal and Aristotle.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1996-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88265151","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 : 1996-09-01DOI: 10.1080/1356978960010210
Richard Cooper
{"title":"The Winning Postgraduate Short Article","authors":"Richard Cooper","doi":"10.1080/1356978960010210","DOIUrl":"https://doi.org/10.1080/1356978960010210","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1996-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78683357","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 : 1996-09-01DOI: 10.1080/1356978960010213
P. Taylor
{"title":"Understanding the Challenges of Drama Research","authors":"P. Taylor","doi":"10.1080/1356978960010213","DOIUrl":"https://doi.org/10.1080/1356978960010213","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1996-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77959925","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 : 1996-09-01DOI: 10.1080/1356978960010203
S. Schonmann
Abstract This paper is based on a study using dramatic representation as a meeting ground for oppositional forces in society. The study seeks ways to increase awareness about the role that the drama/theatre class plays in the context of students' everyday lives, using Jewish‐Arab encounters as an authentic mode for deliberate reflections on the peace process in the Middle East in the shadow of war and hostility. The study investigated three projects and their contexts, aiming to report events as they happened, to document experiences of drama, and to draw conclusions, derive models from the projects, and formulate hypotheses still to be tested. Consistent examination of what is taught and how, is a necessary step which has to be taken with consideration of what is essential for culturally sensitive theatre/drama education.
{"title":"Jewish‐Arab Encounters in the Drama/Theatre Class Battlefield","authors":"S. Schonmann","doi":"10.1080/1356978960010203","DOIUrl":"https://doi.org/10.1080/1356978960010203","url":null,"abstract":"Abstract This paper is based on a study using dramatic representation as a meeting ground for oppositional forces in society. The study seeks ways to increase awareness about the role that the drama/theatre class plays in the context of students' everyday lives, using Jewish‐Arab encounters as an authentic mode for deliberate reflections on the peace process in the Middle East in the shadow of war and hostility. The study investigated three projects and their contexts, aiming to report events as they happened, to document experiences of drama, and to draw conclusions, derive models from the projects, and formulate hypotheses still to be tested. Consistent examination of what is taught and how, is a necessary step which has to be taken with consideration of what is essential for culturally sensitive theatre/drama education.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1996-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81288733","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 : 1996-09-01DOI: 10.1080/1356978960010207
N. Whybrow
Abstract The article reports on a so‐called Invisible Theatre project undertaken by one of Britain's leading young people's theatre companies, Blah Blah Blah (Leeds). Entitled ‘Turning Up the Volume’, it took place at the Oasis Youth Centre, Salford, early in 1995. In effect, the article is in two parts. The first is comprised of an account of the circumstances surrounding the project, including the precise context of the work and the attempt to fuse the techniques of a performance artist with those of an educational theatre company. The second part represents an attempt to evaluate the significance of the work, taking the form of a dialogue between the artistic director of the theatre company and the youth leader at the Oasis Centre, and facilitated by the writer of the article. Overall, the article's intention is to expose immanent aspects of Invisible Theatre by a simple method of recounting how the project unfolded and by permitting the voices of key players themselves to be heard.
{"title":"Turning up the Volume at the Oasis: Invisible Theatre exposed!","authors":"N. Whybrow","doi":"10.1080/1356978960010207","DOIUrl":"https://doi.org/10.1080/1356978960010207","url":null,"abstract":"Abstract The article reports on a so‐called Invisible Theatre project undertaken by one of Britain's leading young people's theatre companies, Blah Blah Blah (Leeds). Entitled ‘Turning Up the Volume’, it took place at the Oasis Youth Centre, Salford, early in 1995. In effect, the article is in two parts. The first is comprised of an account of the circumstances surrounding the project, including the precise context of the work and the attempt to fuse the techniques of a performance artist with those of an educational theatre company. The second part represents an attempt to evaluate the significance of the work, taking the form of a dialogue between the artistic director of the theatre company and the youth leader at the Oasis Centre, and facilitated by the writer of the article. Overall, the article's intention is to expose immanent aspects of Invisible Theatre by a simple method of recounting how the project unfolded and by permitting the voices of key players themselves to be heard.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1996-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86899735","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 : 1996-09-01DOI: 10.1080/1356978960010206
Beatriz A. V. Cabral
Abstract This study calls attention to the similar ways Heathcote, Brecht and Boal make use of structural devices, known today as elements of a post‐modern poetics, in their practice. All of them achieve this result mainly by deconstructing the text (whether a written or an oral one) via an exchange of frames and roles which challenge the participants' attitudes and certainties. The influence of Brecht and Boal on English drama teachers is looked at here through the analysis of two essays, which comment on the historical development of the role of the spectator in drama in education. The particular contribution of Heathcote's dialectic method to classroom drama is seen then as resulting from the continuous process of inputting and upgrading content through form by teacher intervention within the drama frame.
{"title":"Signs of a Post‐modern, yet Dialectic, Practice","authors":"Beatriz A. V. Cabral","doi":"10.1080/1356978960010206","DOIUrl":"https://doi.org/10.1080/1356978960010206","url":null,"abstract":"Abstract This study calls attention to the similar ways Heathcote, Brecht and Boal make use of structural devices, known today as elements of a post‐modern poetics, in their practice. All of them achieve this result mainly by deconstructing the text (whether a written or an oral one) via an exchange of frames and roles which challenge the participants' attitudes and certainties. The influence of Brecht and Boal on English drama teachers is looked at here through the analysis of two essays, which comment on the historical development of the role of the spectator in drama in education. The particular contribution of Heathcote's dialectic method to classroom drama is seen then as resulting from the continuous process of inputting and upgrading content through form by teacher intervention within the drama frame.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1996-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89674266","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 : 1996-09-01DOI: 10.1080/1356978960010208
S. Robbie, Bernie Warren
Abstract This paper discusses a pilot project which explores an innovative approach to teaching language skills to non‐native speakers of English. The project began when the authors considered whether a non‐verbal approach to ‘difficult’ texts (based on exercises drawn from Tai Chi Chuan & Qigong) can help students who are non‐native speakers of English. In this paper the authors describe the development and implementation of a workshop given at the Universidade do Algarve to Portuguese students majoring in English. This workshop was given to students of differing levels and provided students with a physical approach to several Shakespearean sonnets. Throughout this pilot study data were recorded in a number of ways. The information gained from this process was then collated and analysed using an approach based on Comparative‐Emergent Qualitative Research Method. Given the size of this study our findings are obviously limited and more research is necessary before more definitive statements may be made con...
{"title":"Taoist Approaches to the Shakespearean Sonnet: an examination of an innovative approach to teaching verse to non‐native speakers of English","authors":"S. Robbie, Bernie Warren","doi":"10.1080/1356978960010208","DOIUrl":"https://doi.org/10.1080/1356978960010208","url":null,"abstract":"Abstract This paper discusses a pilot project which explores an innovative approach to teaching language skills to non‐native speakers of English. The project began when the authors considered whether a non‐verbal approach to ‘difficult’ texts (based on exercises drawn from Tai Chi Chuan & Qigong) can help students who are non‐native speakers of English. In this paper the authors describe the development and implementation of a workshop given at the Universidade do Algarve to Portuguese students majoring in English. This workshop was given to students of differing levels and provided students with a physical approach to several Shakespearean sonnets. Throughout this pilot study data were recorded in a number of ways. The information gained from this process was then collated and analysed using an approach based on Comparative‐Emergent Qualitative Research Method. Given the size of this study our findings are obviously limited and more research is necessary before more definitive statements may be made con...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":null,"pages":null},"PeriodicalIF":0.6,"publicationDate":"1996-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79350920","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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