Drama Research Volume 2
April 2011
Volume 1 Editorial Board
Pamela Bowell
Chris Lawrence
Ruth Sayers
Marie-Jeanne McNaughton
Amanda Kipling
Teacher-in-role as gangster: unity of the acting body and the teaching mind
In this paper I am going to look at an unsatisfactory piece of Teacher-in-Role interaction that I carried out in a story drama about a notorious gangster.
The problem of responsibility: an examination of Bakhtin’s concepts of ‘answerability’ and ‘ethical understanding’, and their importance for process drama in the first years of schooling
This article examines the idea of drama as a dialogic medium in relation to Bakhtin’s concept of ‘responsibility’ and draws on case-study evidence from a small-scale curriculum intervention with a reception class during the course of a school year.
Beyond belonging: the relationship between community and power for urban students of color
This article discusses the results of a pilot study exploring the connection between power and community for urban students.
Exploring the edges of theatre form and moral values through a practical approach to Grand-Guignol
This article will argue that there is much to be learnt by considering how the responses of modern audiences to the plays of the Grand-Guignol are so different from the responses of those who originally flocked to this curious little theatre.
Young minds in action: exploring the use of drama role play for citizenship education
Drama as a learning medium is readily accessible to young children and it recognises the multi-faceted nature of children’s expression through verbal and non-verbal means.
Adults’ work? Process drama in the context of adult learning and creativity
The paper suggests that for adults, creative tensions can emerge around concepts of adulthood and play, social self and fictional role, intellect and imagination and the aesthetics of artful pedagogy.
“Everyone has somewhere they belong, luckily for me I belong in theatre”. Experienced secondary students reflect on their participation in theatre
Experienced secondary students from two Tucson, Arizona, schools completed open-ended questionnaires about their theatre programmes.
Using a ‘drama eye’ to plan an integrated language arts program
An integrated language arts perspective requires that teachers encourage students to use language across the curriculum.