This article discusses recent efforts by Faculty within one US community college’s Vocational Nursing and Theatre and Cinema Programmes, in creating opportunities for student learning and development through Nursing Theatre collaborations. The college, located in California’s Salinas Valley, serves a growing immigrant and fieldworker – as well as first-generation and academically underprepared – student population, and thus provides an excellent example of equitable, inclusive programme development. The article contends that community colleges, two-year institutions dedicated to providing affordable, accessible higher education opportunities, are especially called upon to create programmes and collaborative opportunities like these, that allow students − who might otherwise fall through the academic and socioeconomic cracks − a place at the table.
Dr. Marnie J. Glazier and Nancy Schur-Beymer
This article introduces the concept of inquiry museum experience in order to describe the various holistic approaches of students’ museum experience through drama and inquiry. It reflects on the ways in which inquiry drama allows students to communicate effectively with museum exhibitions. Based on the theoretical approaches of museum and drama experience (Hooper-Greenhill 2000; Bennett 2012), we suggest a museum programme, which utilises drama in order to give voice and meaning to the museum exhibition. Even though research on drama methodologies in museum education is not a new approach, we propose a museum education project based on inquiry drama, as inquiry is a basic term in the cycle of museum learning (Hein 1998). An education programme called Panaoulas: a part of a traditional community targeted to primary school students, aged 10-12 took place in the Historical Museum of Alexandroupoli, a multicultural town in Northern Greece. Τhe purpose of this article is to analytically discuss the procedure of building this museum education programme and to draw attention to the importance of drama methods and inquiry during educational museum visits as an effective key element to approach culture and heritage, humans’ actions and social roles in a meaningful way.
Agni L. Karagianni and Dr. Simos Papadopoulos
Set against the background of the Chinese government’s commitment to universalise early childhood educational provision, this exploratory study investigated the value attributed to play and drama-based teaching and learning in early childhood education from the perspectives of parents, teachers and Head Teachers from Suzhou in Jiangsu Province. Adopting a mixed methods approach involving online surveys and semi-structured interviews, the findings indicate that while parents expressed interest in dramatic play-based approaches to education in their children’s classrooms, broader societal and philosophical influences about the purposes of education prevail, and they were concerned about their children falling behind in a highly competitive education system. Teachers and Head Teachers were similarly aware of the value of dramatic play in young children’s development, but lacked the knowledge, skills and resources to implement a dramatic play-based approach to teaching and learning in their classrooms. The data support proposals for greater investment in initial teacher education and in continuing professional development in the areas of play-based pedagogies such as Drama in Education.
Dr. Carmel O’Sullivan and Niamh Price