Can I get a witness? Mapping learning in and beyond the drama classroom
Hatton, Christine (2007) Can I get a witness? Mapping learning in and beyond the drama classroom. Journal of Artistic and Creative Education, 1 (1). pp. 171-204.
PDF (Published Version)
- Published Version
Restricted to Repository staff only
It can be argued that there are common aesthetic and expressive elements inherent to all arts learning experiences. Whilst such connections are critical for the purposes of advocating and articulating the value and importance of the arts in schools and communities, this paper argues that there is still a pressing need for drama educators and researchers to map the particular contours of the learning process and its outcomes for students. This paper attempts to ‘give witness’ to some of the unique practices, processes and outcomes of drama pedagogy. In particular the paper will explore the notion of drama as identity work, where the drama classroom can become a dynamic space for improvising identities, for telling, listening to and enacting stories, and for experiencing resonance through the dramatic artistic process. Drawing on recent drama research in secondary schools, this paper discusses the distinctive nature of drama pedagogy and learning and considers some of the lasting outcomes of classroom drama projects.
|Item Type:||Article (Refereed Research - C1)|
|Keywords:||mapping, learning, classroom, drama, pedagogy, witness,|
Dialogues & Differences special edition, Volume 1, 1, 2007
|Date Deposited:||19 Oct 2011 06:00|
|FoR Codes:||13 EDUCATION > 1302 Curriculum and Pedagogy > 130201 Creative Arts, Media and Communication Curriculum and Pedagogy @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9303 Curriculum > 930399 Curriculum not elsewhere classified @ 100%|