This article concerns drama, school curriculum and the practice of hope in neoliberal societies. For long, schools and school curriculum have served to create and distribute hope for their school populations in terms of the promise of a good life, bright future, and upward social mobility. Hope has become hegemonized into individuals’ efforts to compete and excel in market-driven neoliberal societies. The paper examines the ideological contents of hope created and distributed in both the broader school curriculum and the drama curriculum in a Hong Kong secondary school. It argues that a critical analysis of hope will offer drama educators a better understanding of the way in which schools operate, and a perspective into the ways that drama curricular practices may intervene and transform the dominant schooling practices. The discussion is informed by the Foucauldian conception of power as decentered, ubiquitous and productive relations, and as such, schools are conceived not just as a machinery underlying contemporary power relations but also complex cultural environments where students’ histories and experiences are respected and significant
Dr. Muriel Yuen-fun Law
Transformation through playing others is an important fundamental concept in drama in education, but its process and cause have not been fully studied. The author has examined this concept by referring to Mezirow’s transformative learning theory. The purpose of this article is to discuss the process of transformative learning and reflection through drama and theatre methods which the author has developed by evaluating case studies and identifying new possibilities for drama in education. One of the key points in this study is the experience of being positioned in the boundary between self and others through drama/theatre experience, which interrogates the existing framework.
Dr. Yukari Ishino
There has been a long history concerning the application of educational action research in a diversity of school subjects. The present study focuses on the implementation of a two week- action research by means of the dramatic teaching approach of the Mantle of the Expert in an EFL (English as a Foreign Language) learning context of a Greek state primary school. Students’ learning profile as well as school curriculum targets are thoroughly discussed, in an effort to examine the efficiency of mainstream teaching practice justifying the necessity of the specific action research.
The implementation of the action research offers useful pedagogic insight with regard to
• creating dialogic learning environment
• enflaming children’s imagination
• fostering self esteem
• promoting teacher professional development
Dr. Simos Papadopoulos and Georgia Kosma
This article examines the practice of Dorothy Heathcote as an active paradigm in the classroom both for the teacher and the learners. This is explored and explained in depth with reference to the work of a number of key research methodologists. The paradigm is then applied actively to the work of a contemporary classroom practitioner whose own words are used – through online audio recording – to help analyse the work described..
This article critiques the practice of artistic directors within applied theatre companies in the United Kingdom. ‘Applied theatre’ is defined as a process of theatre-making that is designed for specified participants, communities and locations.
The article explores the nature of directorial expertise, some significant influences on directorial identity and contemporary rehearsal room practice. The fieldwork observations are of five directors working in different fields of applied theatre; the various theories, techniques and methods used by these directors are considered through a systematic research approach.
Published research is sparse and the literary evidence occasionally draws from historical and mainstream theatre contexts, developments in Alternative Theatre and from Drama in Education praxis.
It is argued that applied theatre directing is a process that retains discrete alternative practices and philosophies that define an alternative directorial model.
Dr. Geoffrey Readman