A critical appraisal of the defining features of Heathcote’s methodology and their impact on the delivery of Mantle of the Expert in classrooms.
This paper considers the breadth of Heathcote’s educational drama methodologies.
Drama Research
Heathcote in Sweden – just passing by?
The first written introduction to Dorothy Heathcote’s work was published in Swedish in 1974, while she herself visited Sweden to teach in the early 1980s. How has drama for learning, i.e. process drama, evolved since then?
In the Thick of It: Proximities of Belonging in Drama Research
Themes of belonging: to a group, identity, culture and place have dominated education and performance research in recent years.
Volume 5 Editorial Board
Pamela Bowell
Amanda Kipling
Chris Lawrence
Volume 5 Editorial
Dorothy Heathcote, who died on 8th October 2011, had a remarkable, crucial influence on the development of drama in education across the world. Her pioneering work with teachers and the broader community of educators and those they teach, developed a body of practice and philosophy that was innovative, radical and, at times, controversial. She was inspirational.
Drama Research Volume 5
April 2014
Understanding Multimodal Communication of Dramatic Elements in Titus Andronicus and The Importance of Being Earnest
This paper presents a mini ethnographic study focusing on students’ discussions of dramatic elements in the plays and films of Titus Andronicus and The Importance of Being Earnest.
Making Shakespeare their ‘buddy’.
Should Shakespeare studies have a place in the curriculum – or is it just a load of Bardolatry?
The silent gaps in the data: what do participants say (and do not say) about engagement when experiencing process drama to learn an additional language?
This paper reports findings from a research project on process drama for teaching and learning additional languages (AL/process drama).
The Arts in Education: An introduction to aesthetics, theory and pedagogy
The arts in education inspire considerable commitment and passion. However, this is not always matched by clarity of understanding. In this book Mike Fleming introduces the reader to key theoretical questions associated with arts education and clearly explains how these are related to practice. It offers an authoritative account of how ideas relevant to education are addressed by key authors in aesthetics, art theory and cultural studies.
By Mike Fleming