This essay focuses on the response of drama pedagogy to the contemporary developments in intermediality and the hybridity of media in performance contexts. Drama is becoming increasingly difficult to define as a medium as practitioners experiment with a myriad of new media, combining live and digital processes in theatre. The possibilities and tensions of this evolution have been well documented over the last forty years or more and the research field of intermedial theory has grown rapidly. What, however, are the challenges and opportunities that intermediality creates for drama pedagogy and what theories, methodologies, possibilities and concerns have been proposed to date? Has the response been concerted and wide-ranging or is this territory under explored?
The pilot study presented in this article illustrates how drama-in-education might be used to foster historical empathy in first year secondary school students in Greece. For the purposes of this study, four scenarios based on drama-in-education techniques were designed and applied on a sample of twenty-two students. The analysis of the findings showed that the students’ understanding of historical contexts and different viewpoints on the past, both of which comprise important aspects of historical empathy, was encouraged by drama-based instruction, as long as the students became engaged in activities that allowed them to delve into a specific historical era, thus propelling them towards the study of historical sources.’
Katerina Kosti, Alkistis Kondoyianni and Asterios Tsiaras
Artful Learning Communities represents a partnership between the New York City Department of Education and ArtsConnection, Inc., that aims to:
1) improve the standards-based instruction and assessment capabilities of elementary and middle school arts specialists and teachers;
2) strengthen student arts learning through high quality classroom assessment practices; and
3) disseminate effective assessment strategies and tools that can serve as models for local and national audiences.
The arts specialists and teachers involved in the project participated in professional learning communities focused on the use of classroom assessment practices. This article showcases formative assessment practices used by two elementary school theatre teachers.
Chen, F., Andrade, H., Hefferen, J., & Palma, M.
Much has been written about the positive educational effects of drama in learning settings. Though not widely employed in the K-12 classrooms (Wagner, 1998; Wolf, Edmiston, and Enciso, 1997), process drama is a potential catalyst for developing learner’s literacy learning. Yet we have little classroom-based research that examines how drama as an instructional tool enhances learning with high school students.
This study seeks to increase understanding by employing action-research to inquire into a teacher and four students’ interactions with literary texts in a secondary language arts classroom in which process drama is used. Results suggested increased reflectivity in the teacher, and students’ interactions. Further the drama stimulated their critical thinking skills; fostered creativity and imagination, enriched their meaning making experiences with text; enhanced writing abilities; and developed awareness of characters, self, and others. Overall, drama as an instructional tool served as a learning catalyst to open new vistas into high school students’ understanding of literary texts.
This paper examines how ‘relaxed performances’ are being offered by an increasing number of mainstream theatres so children with complex individual needs and their families can enjoy the social and cultural experience of live theatre. The paper explains the origins of the relaxed performance initiative, what such performances entail and how they can contribute to both children’s learning and the cause of social justice. A case study is made of how one medium sized provincial theatre offered a relaxed performance of its annual pantomime in the 2013-14 season and the impact its subsequent 2014-15 production has had on families living with autistic spectrum disorder.