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How Drama Activates Learning: Contemporary Research and Practice draws together leaders in drama education and applied theatre from across the globe, including authors from Europe, North America and Australasia. It explores how learning can be activated when drama pedagogies and philosophies are applied across diverse contexts and for varied purposes. The areas explored include: · history · literacy, oracy and listening · health and human relationships education · science · democracy, social justice and global citizenship education · bullying and conflict management · criticality · digital…mehr
How Drama Activates Learning: Contemporary Research and Practice draws together leaders in drama education and applied theatre from across the globe, including authors from Europe, North America and Australasia. It explores how learning can be activated when drama pedagogies and philosophies are applied across diverse contexts and for varied purposes. The areas explored include: · history · literacy, oracy and listening · health and human relationships education · science · democracy, social justice and global citizenship education · bullying and conflict management · criticality · digital technologies · additional language learning Drawing on a range of theoretical perspectives, the contributors present case studies of drama and applied theatre work in school and community settings, providing rich descriptions of practice accompanied by detailed analysis underpinned by the theoretical perspectives of key thinkers from both within and beyond the field of drama.
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Autorenporträt
Michael Anderson is Professor of Education at the University of Sydney, Australia. Julie Dunn is Associate Professor of Drama and Applied Theatre at Griffith University, Australia.
Inhaltsangabe
Notes on Contributors Preface Foreword Cecily O'Neill Acknowledgements Part 1: Introduction 1. Drama and Learning: Landscapes of an Aspirational Pedagogy Michael Anderson (University of Sydney Australia) and Julie Dunn (Griffith University Australia) Part 2: Activating Communities 2. Drama Community and Achievement: Together I'm Someone Jonothan Neelands (University of Warwick UK) and Bethany Nelson (Emerson College USA) 3. Drama Cultural Leadership and Reflective Practice: Taking the Road to Zamunda Chris Sinclair (University of Melbourne Australia) and Dave Kelman (Western Edge Youth Arts Australia) 4. Drama and Social Justice: Power Participation and Possibility Kelly Freebody (University of Sydney Australia) and Michael Finneran (Mary Immaculate College University of Limerick Ireland) 5. Drama Conflict and Bullying: Working with Adolescent Refugees Bruce Burton (Griffith University Australia) 6. Drama and Global Citizenship Education: Planting Seeds of Social Conscience and Change Chan Yuk Lan (Phoebe) (Hong Kong Arts Centre Hong Kong) 7. Drama Listening Risk and Difference: On the Pedagogical Importance of (not) Knowing the Other Kathleen Gallagher (University of Toronto Canada) and Burcu Yaman Ntelioglou (University of Toronto Canada) Part 3: Activating Learners 8. Drama Creating and Imagining: Rendering the World Newly Strange Juliana Saxton (University of Victoria Canada) and Carole Miller (University of Victoria Canada) 9. Drama as Critical Pedagogy: Re-imagining Terrorism Peter O'Connor (University of Auckland New Zealand) 10. Drama and Beauty: Promise Pleasure and Pedagogy Joe Winston (University of Warwick UK) 11. Drama and the Audience: Transformative Encounters in TheatreSpace Penny Bundy (Griffith University Australia) Robyn Ewing (University of Sydney Australia) and Josephine Fleming (University of Sydney Australia) 12. Drama Speaking and Listening: The Treasure of Oracy John O'Toole (Griffith University Australia) and Madonna Stinson (Griffith University Australia) 13. Drama for Health and Human Relationships Education: Aligning Purpose and Design Helen Cahill (University of Melbourne Australia) Part 4: Activating Curriculum 14. Drama and History: A Kind of Integrity Andy Kempe (University of Reading UK) 15. Drama for Additional Language Learning: Dramatic Contexts and Pedagogical Possibilities Madonna Stinson (Griffith University Australia) and Erika Piazzoli (Griffith University Australia) 16. Drama and Learning Technologies: To Affinity Spaces and Beyond Michael Anderson (University of Sydney Australia) and Dave Cameron (University of Newcastle UK) 17. Drama and Writing: 'Overcoming the Hurdle of the Blank Page' Julie Dunn (Griffith University Australia) Annette Harden (St Bernard State School Australia) and Sarah Marino (Griffith University Australia) 18. Drama and Science: An Unlikely Partnership for Inquiry Christine Warner (Ohio State University USA) 19. Drama and Literature: Masks and Love Potions George Belliveau (University of British Columbia Canada) and Monica Prendergast (University of Victoria Canada) Part 5: Conclusion 20. Drama and the Future: Activating New Possibilities Julie Dunn (Griffith University Australia) and Michael Anderson (University of Sydney Australia) Index
Notes on Contributors Preface Foreword Cecily O'Neill Acknowledgements Part 1: Introduction 1. Drama and Learning: Landscapes of an Aspirational Pedagogy Michael Anderson (University of Sydney Australia) and Julie Dunn (Griffith University Australia) Part 2: Activating Communities 2. Drama Community and Achievement: Together I'm Someone Jonothan Neelands (University of Warwick UK) and Bethany Nelson (Emerson College USA) 3. Drama Cultural Leadership and Reflective Practice: Taking the Road to Zamunda Chris Sinclair (University of Melbourne Australia) and Dave Kelman (Western Edge Youth Arts Australia) 4. Drama and Social Justice: Power Participation and Possibility Kelly Freebody (University of Sydney Australia) and Michael Finneran (Mary Immaculate College University of Limerick Ireland) 5. Drama Conflict and Bullying: Working with Adolescent Refugees Bruce Burton (Griffith University Australia) 6. Drama and Global Citizenship Education: Planting Seeds of Social Conscience and Change Chan Yuk Lan (Phoebe) (Hong Kong Arts Centre Hong Kong) 7. Drama Listening Risk and Difference: On the Pedagogical Importance of (not) Knowing the Other Kathleen Gallagher (University of Toronto Canada) and Burcu Yaman Ntelioglou (University of Toronto Canada) Part 3: Activating Learners 8. Drama Creating and Imagining: Rendering the World Newly Strange Juliana Saxton (University of Victoria Canada) and Carole Miller (University of Victoria Canada) 9. Drama as Critical Pedagogy: Re-imagining Terrorism Peter O'Connor (University of Auckland New Zealand) 10. Drama and Beauty: Promise Pleasure and Pedagogy Joe Winston (University of Warwick UK) 11. Drama and the Audience: Transformative Encounters in TheatreSpace Penny Bundy (Griffith University Australia) Robyn Ewing (University of Sydney Australia) and Josephine Fleming (University of Sydney Australia) 12. Drama Speaking and Listening: The Treasure of Oracy John O'Toole (Griffith University Australia) and Madonna Stinson (Griffith University Australia) 13. Drama for Health and Human Relationships Education: Aligning Purpose and Design Helen Cahill (University of Melbourne Australia) Part 4: Activating Curriculum 14. Drama and History: A Kind of Integrity Andy Kempe (University of Reading UK) 15. Drama for Additional Language Learning: Dramatic Contexts and Pedagogical Possibilities Madonna Stinson (Griffith University Australia) and Erika Piazzoli (Griffith University Australia) 16. Drama and Learning Technologies: To Affinity Spaces and Beyond Michael Anderson (University of Sydney Australia) and Dave Cameron (University of Newcastle UK) 17. Drama and Writing: 'Overcoming the Hurdle of the Blank Page' Julie Dunn (Griffith University Australia) Annette Harden (St Bernard State School Australia) and Sarah Marino (Griffith University Australia) 18. Drama and Science: An Unlikely Partnership for Inquiry Christine Warner (Ohio State University USA) 19. Drama and Literature: Masks and Love Potions George Belliveau (University of British Columbia Canada) and Monica Prendergast (University of Victoria Canada) Part 5: Conclusion 20. Drama and the Future: Activating New Possibilities Julie Dunn (Griffith University Australia) and Michael Anderson (University of Sydney Australia) Index
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