Pub Date : 1996-09-01DOI: 10.1080/1356978960010209
O. S. Abah
Abstract Theatre for Development (TFD) has emerged in Nigeria, as it has in many other parts of Africa, as an alternative practice to mainstream theatre. It has, therefore, developed as an interaction with ordinary people. TFD has, in consequence, become a vehicle as well as a strategy in the way it uses indigenous forms as elements of its practice. It has, however, acknowledged the presence of the mainstream and integrated aspects of it into its practice. The appeal and ability of TFD to analyse and strategise for action, and its democratic structure, put ordinary people in control from the stage of problem identification through to community action. It is these aspects of participation, analysis and questioning which allow us to discover an interconnection between TFD and Drama in Education (DIE). Like TFD, DIE is engaged in the exercise of critical reinterpretation of social issues by and with children. In essence, therefore, both practices are about interrogating society.
{"title":"Theatre for Development as a Non‐formal Method of Education in Nigeria","authors":"O. S. Abah","doi":"10.1080/1356978960010209","DOIUrl":"https://doi.org/10.1080/1356978960010209","url":null,"abstract":"Abstract Theatre for Development (TFD) has emerged in Nigeria, as it has in many other parts of Africa, as an alternative practice to mainstream theatre. It has, therefore, developed as an interaction with ordinary people. TFD has, in consequence, become a vehicle as well as a strategy in the way it uses indigenous forms as elements of its practice. It has, however, acknowledged the presence of the mainstream and integrated aspects of it into its practice. The appeal and ability of TFD to analyse and strategise for action, and its democratic structure, put ordinary people in control from the stage of problem identification through to community action. It is these aspects of participation, analysis and questioning which allow us to discover an interconnection between TFD and Drama in Education (DIE). Like TFD, DIE is engaged in the exercise of critical reinterpretation of social issues by and with children. In essence, therefore, both practices are about interrogating society.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"62 9","pages":"245-260"},"PeriodicalIF":0.6,"publicationDate":"1996-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1356978960010209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72424530","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: 10.1080/1356978960010205
Debra A. Hundert
Abstract Although ineffective in precipitating change in either teacher attitudes or behaviours, single‐session workshops remain the most prevalent form of drama in‐service education available to practising educators. The project described in this paper documents an alternative approach, by tracing the evolution of a peer‐mediated, site‐based programme that focused on drama as the target of enhanced teacher practice. A collaborative initiative, the project required active participation from four key players: the school superintendent, principal, teachers, and peer‐coach. Post‐project reflections address six pertinent topics: the importance of administrative support; learning stages in the staff development process; sources of teacher satisfaction; teacher attitudes toward drama and in‐service education; student learning observed; and persistent problems and challenges to collaborative professional growth.
{"title":"Collaborating on Drama and the Curriculum: a site‐based, peer‐mediated, teacher in‐service project","authors":"Debra A. Hundert","doi":"10.1080/1356978960010205","DOIUrl":"https://doi.org/10.1080/1356978960010205","url":null,"abstract":"Abstract Although ineffective in precipitating change in either teacher attitudes or behaviours, single‐session workshops remain the most prevalent form of drama in‐service education available to practising educators. The project described in this paper documents an alternative approach, by tracing the evolution of a peer‐mediated, site‐based programme that focused on drama as the target of enhanced teacher practice. A collaborative initiative, the project required active participation from four key players: the school superintendent, principal, teachers, and peer‐coach. Post‐project reflections address six pertinent topics: the importance of administrative support; learning stages in the staff development process; sources of teacher satisfaction; teacher attitudes toward drama and in‐service education; student learning observed; and persistent problems and challenges to collaborative professional growth.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"532 ","pages":"201-214"},"PeriodicalIF":0.6,"publicationDate":"1996-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/1356978960010205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72435772","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 : 1996-02-01DOI: 10.1080/1356978960010108
D. Hornbrook
Abstract Drama is powerfully part of the rhythm of our lives. For at least 3000 years, its varied forms have reflected back to us the cultural and historical circumstances which sustain us and within which we must try to make sense of our condition. This article argues that drama education in schools should draw its curriculum from a critical engagement with this presence and its history.
{"title":"The Challenge of Dramaturgy","authors":"D. Hornbrook","doi":"10.1080/1356978960010108","DOIUrl":"https://doi.org/10.1080/1356978960010108","url":null,"abstract":"Abstract Drama is powerfully part of the rhythm of our lives. For at least 3000 years, its varied forms have reflected back to us the cultural and historical circumstances which sustain us and within which we must try to make sense of our condition. This article argues that drama education in schools should draw its curriculum from a critical engagement with this presence and its history.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"19 1","pages":"87-94"},"PeriodicalIF":0.6,"publicationDate":"1996-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83417030","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 : 1996-02-01DOI: 10.1080/1356978960010112
Bjørn Rasmussen
{"title":"The Philosophy of Research in Drama","authors":"Bjørn Rasmussen","doi":"10.1080/1356978960010112","DOIUrl":"https://doi.org/10.1080/1356978960010112","url":null,"abstract":"","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"29 1","pages":"129-130"},"PeriodicalIF":0.6,"publicationDate":"1996-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74917627","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 : 1996-02-01DOI: 10.1080/1356978960010105
Joyce Edwards, K. Cooper
Abstract The purpose of this research project was to explore the functioning of a drama teacher support group established in 1991 in response to teachers’ requests. The objectives of the study were to describe the development of the teachers as they endeavoured to incorporate drama into their repertoire of teaching strategies, to examine the role of the group facilitators, and to monitor the development and role of the group itself. Specifically, the project was designed to provide direction for improving the use of drama as a context for learning, and through this, to examine alternative methods of delivering in‐service and professional development activities. The article ends with a discussion of the outcomes and their implications.
{"title":"Creating Roles to Facilitate Teacher Change","authors":"Joyce Edwards, K. Cooper","doi":"10.1080/1356978960010105","DOIUrl":"https://doi.org/10.1080/1356978960010105","url":null,"abstract":"Abstract The purpose of this research project was to explore the functioning of a drama teacher support group established in 1991 in response to teachers’ requests. The objectives of the study were to describe the development of the teachers as they endeavoured to incorporate drama into their repertoire of teaching strategies, to examine the role of the group facilitators, and to monitor the development and role of the group itself. Specifically, the project was designed to provide direction for improving the use of drama as a context for learning, and through this, to examine alternative methods of delivering in‐service and professional development activities. The article ends with a discussion of the outcomes and their implications.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"115 1","pages":"51-64"},"PeriodicalIF":0.6,"publicationDate":"1996-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80832183","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 : 1996-02-01DOI: 10.1080/1356978960010104
T. Prentki
Abstract Theatre for Development is now widely practised in many parts of the world even though its practitioners may not always agree about what constitutes theatre or development. Much of the work is conducted on a project‐by‐project basis due to the lack of agreed theoretical bases or to the absence of effective networking. Furthermore the community drama movement in the UK, increasingly perceived as being under threat from the decline in resources. has generally not taken any account of Theatre for Development in its evolution. This paper investigates the possible gains, in terms of contemporary social relevance, for community theatre and drama from exposing itself to the foreign influence of Theatre for Development. One possible means of engendering a cross‐fertilisation is offered in the form of a Masters course in Community Drama for Development which has recently been launched as a joint venture between King Alfred's College, Winchester and the Arts Faculty of the University of Southampton. The wa...
{"title":"The Empire Strikes Back: the relevance of Theatre for Development in Africa and South‐east Asia to community drama in the UK","authors":"T. Prentki","doi":"10.1080/1356978960010104","DOIUrl":"https://doi.org/10.1080/1356978960010104","url":null,"abstract":"Abstract Theatre for Development is now widely practised in many parts of the world even though its practitioners may not always agree about what constitutes theatre or development. Much of the work is conducted on a project‐by‐project basis due to the lack of agreed theoretical bases or to the absence of effective networking. Furthermore the community drama movement in the UK, increasingly perceived as being under threat from the decline in resources. has generally not taken any account of Theatre for Development in its evolution. This paper investigates the possible gains, in terms of contemporary social relevance, for community theatre and drama from exposing itself to the foreign influence of Theatre for Development. One possible means of engendering a cross‐fertilisation is offered in the form of a Masters course in Community Drama for Development which has recently been launched as a joint venture between King Alfred's College, Winchester and the Arts Faculty of the University of Southampton. The wa...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"11 1","pages":"33-49"},"PeriodicalIF":0.6,"publicationDate":"1996-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83182386","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 : 1996-02-01DOI: 10.1080/1356978960010111
M. Nogueira, R. M. Gonçalves, C. Scheibe
Abstract This research project was developed in conjunction with the teaching and extension programmes of the Centro de Artes of Santa Catarina State University, in southern Brazil. It involved the creation of a presentation for and by children, based on educational work with children and adolescents. We began collecting data about imagery created by three groups of children: one from a community in the interior of the island, another from a slum neighbourhood in the centre of the city, and a third from a peripheral region on the mainland portion of Florianopolis, Santa Catarina. This data collection was based on three characters that arose in our work in one of these communities where the children gave the characters the curious names of: 7 Don't Know’, ‘Nobody’, and ‘Anybody’. We chose to work with these characters in the research stage because of their broad symbolism and the freedom they offered to the creative process. The data analysis led us to the theme of sexuality, principally as it related to t...
{"title":"Community Theatre in Florianópolis","authors":"M. Nogueira, R. M. Gonçalves, C. Scheibe","doi":"10.1080/1356978960010111","DOIUrl":"https://doi.org/10.1080/1356978960010111","url":null,"abstract":"Abstract This research project was developed in conjunction with the teaching and extension programmes of the Centro de Artes of Santa Catarina State University, in southern Brazil. It involved the creation of a presentation for and by children, based on educational work with children and adolescents. We began collecting data about imagery created by three groups of children: one from a community in the interior of the island, another from a slum neighbourhood in the centre of the city, and a third from a peripheral region on the mainland portion of Florianopolis, Santa Catarina. This data collection was based on three characters that arose in our work in one of these communities where the children gave the characters the curious names of: 7 Don't Know’, ‘Nobody’, and ‘Anybody’. We chose to work with these characters in the research stage because of their broad symbolism and the freedom they offered to the creative process. The data analysis led us to the theme of sexuality, principally as it related to t...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"102 1","pages":"121-128"},"PeriodicalIF":0.6,"publicationDate":"1996-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75871973","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 : 1996-02-01DOI: 10.1080/1356978960010103
E. Errington
There has never been a better time for researching our own drama workplaces than the present. The aim of this research article is to share reflections on my own use of three common approaches to contemporary drama research, namely 'Traditional-Empirical', 'Ethnographic-Interpretive' and 'Action Research'. As a teacher-researcher, I reflect on the efficacy of these approaches when driven by specific research questions and/or purposes.
{"title":"Some Reflections on Researching Drama Classrooms","authors":"E. Errington","doi":"10.1080/1356978960010103","DOIUrl":"https://doi.org/10.1080/1356978960010103","url":null,"abstract":"There has never been a better time for researching our own drama workplaces than the present. The aim of this research article is to share reflections on my own use of three common approaches to contemporary drama research, namely 'Traditional-Empirical', 'Ethnographic-Interpretive' and 'Action Research'. As a teacher-researcher, I reflect on the efficacy of these approaches when driven by specific research questions and/or purposes.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"18 1","pages":"23-32"},"PeriodicalIF":0.6,"publicationDate":"1996-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74733860","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 : 1996-02-01DOI: 10.1080/1356978960010106
Joy Widdows
Abstract The increasing concern for children whose behaviour is problematic for teachers has become an international problem. Strategies for modifying behaviours should become an essential antidote to the increasing exclusion of pupils from schools. This action research gives a clear, structured account of drama as an agent for changing behaviours in the educational situation, and is an innovatory drama programme which has a universal appeal and can be adapted for preschool, primary, or secondary age ranges. The research aims have been devised, rooted in grounded theory, and heavily weighted to develop the personal and social skills of students. Objectives include: strengthening the pupils’ information base, enhancing the pupils’ educational problem‐solving, and encouraging pupils to adopt positive attitudes in order to develop more consistent positive behaviour. Behaviours are to do with relationships: students creating problems for themselves and others through inappropriate behaviours need to widen the...
{"title":"Drama as an Agent for Change: drama, behaviour and students with emotional and behavioural difficulties","authors":"Joy Widdows","doi":"10.1080/1356978960010106","DOIUrl":"https://doi.org/10.1080/1356978960010106","url":null,"abstract":"Abstract The increasing concern for children whose behaviour is problematic for teachers has become an international problem. Strategies for modifying behaviours should become an essential antidote to the increasing exclusion of pupils from schools. This action research gives a clear, structured account of drama as an agent for changing behaviours in the educational situation, and is an innovatory drama programme which has a universal appeal and can be adapted for preschool, primary, or secondary age ranges. The research aims have been devised, rooted in grounded theory, and heavily weighted to develop the personal and social skills of students. Objectives include: strengthening the pupils’ information base, enhancing the pupils’ educational problem‐solving, and encouraging pupils to adopt positive attitudes in order to develop more consistent positive behaviour. Behaviours are to do with relationships: students creating problems for themselves and others through inappropriate behaviours need to widen the...","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"1 1","pages":"65-78"},"PeriodicalIF":0.6,"publicationDate":"1996-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75874236","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 : 1996-02-01DOI: 10.1080/1356978960010102
Alexander Shurbanov, Boika Sokolova
Abstract This article examines the place of Shakespeare in Bulgarian education during Communism, exploring how his works, especially Hamlet and Macbeth, were interpreted in ways that supported the dominant ideology. It ends by glancing at the future for Shakespeare in the new Bulgaria.
{"title":"Shakespeare in the Bulgarian School","authors":"Alexander Shurbanov, Boika Sokolova","doi":"10.1080/1356978960010102","DOIUrl":"https://doi.org/10.1080/1356978960010102","url":null,"abstract":"Abstract This article examines the place of Shakespeare in Bulgarian education during Communism, exploring how his works, especially Hamlet and Macbeth, were interpreted in ways that supported the dominant ideology. It ends by glancing at the future for Shakespeare in the new Bulgaria.","PeriodicalId":45609,"journal":{"name":"Ride-The Journal of Applied Theatre and Performance","volume":"43 1","pages":"11-21"},"PeriodicalIF":0.6,"publicationDate":"1996-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87768600","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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