A Study on the Theatrical Method for Transformative Learning
Transformation through playing others is an important fundamental concept in
drama in education, but its process and cause have not been fully studied.
[In] visible Identities: an examination of the role of the artistic director in applied theatre‐ making
This article critiques the practice of artistic directors within applied theatre companies in the United Kingdom.
How can Dorothy Heathcote’s praxis serve as a channel for Healing in the Drama Classroom?
This paper examines the practice of Dorothy Heathcote as an active paradigm in the classroom both for the teacher and the learners.
Action Research in the EFL (English as a Foreign Language) learning context: an educational study by means of the dramatic teaching approach Mantle of the Expert
There has been a long history concerning the application of educational action research in a diversity of school subjects.
A Critical Analysis of Drama Curricular Practice as the Practice of Hope in Schools in Neoliberal Societies
This article concerns drama, school curriculum and the practice of hope in neoliberal societies.
Volume 9 Notes on Authors
Dr. Yukari Ishino is Professor of the Volunteer Center at Waseda University and actress.
Volume 9 Editorial
Many of the articles in this issue are concerned with the concept of transformation in different forms and by different methods. Transformation is by its nature an elusive concept to evaluate and measure; but, as it is so central to drama education – indeed, to all education – it is important that attempts are made by researchers to examine it and bring forward evidence of its occurrence. This is precisely what many researchers in this issue have set out to do.
Volume 9 Editorial Board
Viv Kerridge
Amanda Kipling
Chris Lawrence
Nicola Toneri
Youth Theatre – Drama for Life
Youth Theatre: Drama for Life defines the youth theatre process, by outlining its constituent parts and explaining how these activities work in order to support young people’s development. As well as describing what is done in youth theatre, it also explores why it’s done and how to ensure the best possible outcomes. Michael Richardson has worked in youth theatre for over 20 years, has been involved in the training of other practitioners, and in the strategic development of the youth theatre sector in the UK. As well as giving key tips and advice from his own invaluable experience, Richardson offers comments from practitioners and participants on what makes a successful youth theatre experience.
By Michael Richardson
Theatre in Education in Britain: Origins, Development and Influence
Following on from the 50th anniversary of the birth of Theatre in Education in Britain in 2015, this is an essential and timely companion to the story of TIE. It contextualizes it within the political and educational landscape of the last fifty years and examines its legacy today. Through this, Roger Wooster offers insights into future possibilities and applications in the field of Applied Theatre, drama in schools and pedagogical theory. With examples and analysis of international developments in TIE, and a foreword by Philip Taylor (NYU, USA), the volume provides a wide-ranging account of past and current practice.
By Roger Wooster