1st Edition
The Routledge Companion to Drama in Education
The Routledge Companion to Drama in Education is a comprehensive reference guide to this unique performance discipline, focusing on its process-oriented theatrical techniques, engagement of a broad spectrum of learners, its historical roots as a field of inquiry and its transdisciplinary pedagogical practices.
The book approaches drama in education (DE) from a wide range of perspectives, from leading scholars to teaching artists and school educators who specialise in DE teaching. It presents the central disciplinary conversations around key issues, including best practice in DE, aesthetics and artistry in teaching, the histories of DE, ideologies in drama and education, and concerns around access, inclusivity and justice.
Including reflections, lesson plans, programme designs, case studies and provocations from scholars, educators and community arts workers, this is the most robust and comprehensive resource for those interested in DE’s past, present and future.
Part I: Boundaries and Contours; 1 Kelly Freebody- A personal genealogy of the idea of drama education as a force for change; 2 Stig A. Eriksson- Distancing as Topos in Process Drama; 3 Mindy R. Carter- Pedagogical assemblages exploring social justice issues through drama education; 4 Eva Hallgren- Drama in education and the value of process; 5 Juliana Saxton & Carole Miller- "Creating conditions for the emergence of the as-yet-unimagined": Drama in education as artistic pedagogy; 6 John O’Toole- Whose Enlightened Pedagogy? a historical mini-tour of the educating process of drama.; 7 Moema Gregorzewski- Reimagining Drama in Education: Towards a Postdramatic Pedagogy; 8 Adam Cziboly, Mette Bøe Lyngstad and Sisi Zheng- The influence of the "conventions approach" on the practice of drama in different cultures; 9 Priya Gain and Viv Aitken- In the Spaces for Play: Learning in Mantle of the Expert; 10 Claire Coleman- Critical Process Drama Framework; 11 Brian Edmiston and Iona Towler-Evans- Humanizing Education with Dramatic Inquiry: Dorothy Heathcote’s Radical and Transformative Pedagogy; 12 Rachael Jacobs- Assessment in Drama Education; Part II: Methods, Programs, and Partnerships; 13 Christine Hatton - Drama as a pedagogy of connection: using Heathcote’s rolling role system to activate the ethical imagination; 14 Branka Bajić Jovanov- Ecological Education of Preschool Children using Process Drama; 15 Anna Lehtonen- Drama for climate change education; 16 Joe Winston- Storytelling theatre and education; 17 Cleo Xiaodi Wang - An Imagined Cultural Identity: Reflections on a Classroom Drama How Wang-fo Was Saved; 18 Pernilla Ahlstrand- Action (re)call in the theatre classroom, Sweden; 19 Sue Bleaken and Viv Aitken- ‘Do Something Different…’ A teaching inquiry into the use of Mantle of the Expert to support struggling writers.; 20 Larry Swartz- A Dramatic Approach to Teaching Tough Topics: Using Children’s Literature and Drama to Explore the Refugee and Migrant Experience; 21 Jennifer Wong- "Freeze!" – building reflective and analytical skills in children through drama; 22 Viviane Juguero- Theatre for children’s dialogical specificities; 23 Elizabeth Brendel Horn- Bodies at Play: Body Image and the Young Actor; 24 Dontá McGilvery and Claire K. Redfield- Little Red and the Wolf: Devising with Young People at Eastlake Park; 25 Heidi Schoenenberger- Facilitating Post-Performance Process Drama in an Irish Primary School; 26 Kathryn Dawson- Accessible for All: Drama-Based Pedagogy in an Inclusive Primary School; 27 Robyn Ayles, Heather Fitzsimmons Frey, and Margaret Mykietyshyn- Harnessing the Power of Flight: Devising Responsive Theatre for the Very Young; 28 Samuel Chun Sum Tsang, Chi Ying Lam and Bonnie Yuen Yan Chan- A Comparative Case Study of a DiE-Inspired Music and Theatre Project for Linguistically and Culturally Diverse Pupils in Hong Kong and London; 29 Peter Duffy- Mixed Methods in Drama Education Research: A Project Autopsy; 30 Julie Dunn and Adrianne Jones- Dramatic approaches in the English classroom: Embodied, agentic and aesthetic learning; 31 Eva Österlind- Drama Workshops as Single Events in Higher Education – What can we learn?; 32 Anne Richie G. Balgos- Boal in the Philippine classroom: Using Theatre of the Oppressed in teaching literature; 33 Molly Mattaini- Implementing Universal Design for Learning in Out-of-School Time Drama Education; 34 Cortney McEniry- Trauma-Informed Considerations for Drama in Education with Adults; 35 Joshua Streeter- Humanizing the Curriculum: Exploring the use of Drama Pedagogy in Faculty Development; 36 Rannveig Björk Thorkelsdóttir and Hanna Ólafsdóttir- Dream Stage – Let our dreams come true through the arts; 37 Sarah Dolens-Moon- We Serve Too! A Reflection on Drama and Storytelling with Military Children; 38 Daniel A. Kelin, II- A Dramatic Approach to Appreciating Mythological History; 39 Ava Hunt- Real for Me: Co-Creation Drama Negotiating Safer Sexual Boundaries; 40 Erika Piazzoli- The Elements of Drama in Second Language Education: An Intercultural Perspective; 41 Chipo Marunda-Piki- Formulating a Learning Context using Teacher in Role for Reading Fluency in ESL students; 42 Richard Johnson Sallis and Carol Beck Carter- Drama for cultural and linguistic diversity (CALD): Applying drama with students from culturally and linguistically diverse backgrounds in Australian educational settings; 43 Jenna Nilson- Outcomes of Using Drama-Based Pedagogy in Language Teaching and Learning; 44 John Nicholas Saunders & Robyn Ann Ewing- ‘It Lifts Up Your Imagination’: Drama-Rich Pedagogy, Literature and Literacy: The School Drama Program; 45 Eva Göksel - Daring to be Different: Drama as a Tool for Empowering the Teachers of Tomorrow; 46 Fiona McDonagh - Enlivening teachers’ co-creating attitude; 47 Ailbhe Curran- Challenging your students, challenging yourself: The golden opportunity of being an in-school drama educator today; 48 Robin Pascoe- Drama Teacher Education – a long-view perspective; 49 Cletus Moyo- Looking Back and Forward: Reflecting on My Facilitation as a Drama in Education Teacher and Facilitator at Lupane State University in Zimbabwe; 50 Elizabeth Anderson- Mei Ling, Mary, and Michaela: Mapping drama teaching journeys; Part III: Futures and Possibilities; 51 Robyn Shenfield and Monica Prendergast- Opening up the field of drama education to performance studies: Tensions and opportunities; 52 David Cameron and Michael Anderson- Evolution, diffusion and disturbance: Drama, education and technology; 53 Adisti Anindita Regar - Designing a Transmedia Theatre Experience for Drama Education; 54 Amy Petersen Jensen and Kris W. Peterson- Digital bodies/live space: How digital technologies might inform gesture, space, place, and the performance of identity in contemporary drama education experiences; 55 Marina Henriques Coutinho- Playing with theatre: there can be a place for childhood in the favela; 56 Matt Omasta- Numbers Count: Quantitative Research in Drama Education; 57 Kristin Hunt- When Crises Should Go To Waste, or How I Learned to Stop Supporting Disaster Capitalism and Love the Classroom
Biography
Mary McAvoy is an Associate Professor of Theatre Education and Theatre for Youth at Arizona State University, USA.
Peter O’Connor is Professor of Education and Director of the Centre for Arts and Social Transformation at the University of Auckland, New Zealand.
