At the time of publishing the last issue of Drama Research in April 2020 (Volume 11.1) the national ‘lockdown’ during the coronavirus epidemic had just begun. Who would have thought that the writing of the editorial in this issue, one year later, would also take place in the context of the continuing ‘lockdown’? Yet it does.
This article will focus on the possibilities of the ‘Pritney method’ used for stimulating curiosity, emotions and collaboration in Early Childhood Education and Care studies (ECEC); especially through the combination of puppetry and opera, a combination which is considered to be valuable in creating aesthetic and pedagogical moments.
April 2021
Teachers of literature, especially drama, most often face the challenge of making their presentation and discussion of a given play accessible to a large proportion of students attending the drama course.
The action research study presented in this article refers to the connection of drama-in-education and children’s self-efficacy in primary school in Greece
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There has been little research examining the balance between process and product in children’s arts education. In this study, Mantle of the Expert, the ‘drama in education’ approach of Dr. Dorothy Heathcote, MBE (1926-2011), has been explored as a method to create a non-scripted theatre performance with seven children between the ages of eight and ten years old.
The mental health crisis is thought to affect 10-20% of children and young people in the world (World Health Organization, 2019). It is clear that this is something that needs addressing in many ways, but importantly in schools.
This article is written about thirty years after a drama lesson which left an indelible mark on the writer. The lesson involved elements of Teacher-in-Role, Man in a Mess and Mantle of the Expert (Heathcote and Bolton 1996).
The utility of Shakespeare’s plays as a means to explore our present socio-economic system has long been acknowledged. As a Renaissance playwright located at the junction between feudalism and capitalism, Shakespeare was uniquely positioned to reflect upon the nascent market order. As a result, this book utilises six of his plays to assess the impact of neoliberalism on education. Drawing from examples of education policy from the UK and North America, it demonstrates that the alleged innovation of the market order is premised upon ideas that are rejected by Shakespeare, and it advocates Shakespeare’s humanism as a corrective to the failings of neoliberal education policy.
By Sophie Ward. Reviewed by Tom Harrison.
