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.
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.
This article discusses the results of a pilot study exploring the connection between power and community for urban students.
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.
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.
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.
Experienced secondary students from two Tucson, Arizona, schools completed open-ended questionnaires about their theatre programmes.
An integrated language arts perspective requires that teachers encourage students to use language across the curriculum.
