Drama Research Volume 13
April 2022
Day: 1 April 2022
Teaching and Learning in the Crucible: Actors with disabilities as experts preparing pre- service teachers to be inclusive educators.
Dorothy Heathcote understood teaching and learning to take place in a kind of ‘crucible’ in which participants, who are both teachers and learners, contribute to the mix and produce new understandings.
Valuing Tacit Knowledge and Clear Pedagogy: Continuing Professional Development for Teachers.
This article reports on a continuing professional development (CPD) programme that was rolled out into approximately 20 primary and secondary schools around Northamptonshire and beyond.
The ‘authentic teacher’: Heathcote’s notion of ‘authenticity’ in second language teaching and learning
In this paper I draw on Heathcote’s notion of the authentic teacher as a framework to analyse a reflective practitioner research on process drama for second language teaching and learning.
Collaborative Embodied Performance: Ecologies of Skill
This book is about joint intelligence in action. It brings together scholarship in performance studies, cognitive science, sociology, literature, anthropology, psychology, architecture, philosophy and sport science to ask how tightly knit collaboration works. Contributors apply innovative methodologies to detailed case studies of martial arts, social interaction, freediving, site-specific artworks, Body Weather, human-AI music composition, Front-of-House at Shakespeare’s Globe, acrobatics and failing at handstands. In each investigation, performance and theory are mutually revealing, informative and captivating.