Stepping into Eternity: the experience of time in the drama of Dorothy Heathcote
As human individuals we live our lives within several embedding systems in Time, so that we are always dealing with multiple temporal conceptions.
Drama Research
Third Inquiries – towards the mobilization of form and place
This communication identifies and discusses aesthetic and pedagogical issues of an experience with the third fragment of Brecht’s learning play “The Baden-Baden Lesson on Consent”.
Volume 13 Notes on Authors
Our authors for this volume are: Nicola Abraham, Taiwo Afolabi, Faustina Brew, James Clarke, Isabelle Gatt, Rachel Hudspith, Jemma Llewellyn, Sofia Martyn and Andrew Novell.
Volume 13 Editorial Board
Editor in Chief
Chris Lawrence
Volume 13 Editorial
First of all, let me welcome you to the new look Drama Research. National Drama, the professional association for teachers of Drama and Theatre, has invested in a brand new website and Drama Research has benefitted from this upgrade. We have attempted to make the journal as accessible and approachable as possible and so we …
Drama Research Volume 13
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.
Teaching complex, abstract concepts through embodied learning: a drama-based approach
The aim of this research is to demonstrate the benefits of teaching complex, abstract concepts through a drama-based approach.