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A voice for community during unsettling times NJ Pub Date : 2021-12-08 Susan Davis, Joanne O’Mara
(2021). A voice for community during unsettling times. NJ: Vol. 45, No. 2, pp. 73-76.
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‘It’s got to be a journey’: learning to teach First Nations content and concepts in the Australian drama classroom NJ Pub Date : 2021-11-23 Danielle Hradsky, Rachel Forgasz, Andrew Byrne, Jane Carter, Kristy Griffin, Lauren Miosku
ABSTRACT In this collaborative auto-ethnodrama, six Victorian drama educators map, discuss, and reflect on their journeys of learning to teach First Nations content and concepts. Through this process, they realise that while all of their journeys have been different, they have each passed through three key landmarks: critically reflecting on/through life experiences/identity, relationships ⇔ learning
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Dramatic shifts in learning: a case study analysis of student literacy learning through drama NJ Pub Date : 2022-01-04 John Nicholas Saunders
ABSTRACT For some decades a growing body of research has articulated the transformative potential of learning in, about and through The Arts. In particular, it is clear that there can be a powerful relationship between drama-rich pedagogy and the enhancement of student literacies. This article reports on research that examined the processes and outcomes of one teacher professional learning program
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School Drama: Using drama for oracy in an EAL/D classroom NJ Pub Date : 2021-12-02 Olivia McAtamney
ABSTRACT This article examines the pedagogical potential of drama-rich processes to develop and improve oracy skills for students learning English as an additional language or dialect (EAL/D). Research was conducted through a multi-level, qualitative case study of Sydney Theatre Company and University of Sydney’s School Drama ™ program. School Drama is a co-mentoring teacher professional learning program
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The potential of Zoom technology for enabling creativity in the drama classroom through peer-assisted learning and group collaboration in pre service teacher education NJ Pub Date : 2021-12-31 Ayomi Indika Irugalbandara
ABSTRACT The COVID-19 pandemic has impacted all levels of education around the world in many ways, including in Sri Lanka. In higher education institutions this has involved an unexpected and ‘forced’ transition from face-to-face to remote teaching and learning modes, with universities being required to create new types of learning environments. This paper reports on work with students in a pre-service
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Stand up for literature: dramatic approaches in the secondary English classroom NJ Pub Date : 2022-01-05 Joanne O’Mara
(2021). Stand up for literature: dramatic approaches in the secondary English classroom. NJ: Vol. 45, No. 2, pp. 160-161.
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Science and drama: contemporary and creative approaches to teaching and learning NJ Pub Date : 2021-12-09 Amanda Peters
(2021). Science and drama: contemporary and creative approaches to teaching and learning. NJ: Vol. 45, No. 2, pp. 161-163.
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Liminality, longing, love: the reflections of in-between times and liminal personae NJ Pub Date : 2021-10-20 Susan Davis, Joanne O’Mara
(2021). Liminality, longing, love: the reflections of in-between times and liminal personae. NJ: Vol. 45, No. 1, pp. 1-5.
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Has not yet mastered headstands and other accidents in learning NJ Pub Date : 2021-08-11 Sandra Gattenhof
ABSTRACT Language is powerful. How we choose to describe what we do, who we engage with, and how we undertake our practice defines both the scope and scale of what we do and what we can achieve. As we look to define our vision around arts engagement in a new decade it is timely to reflect on the language we have used to date to articulate arts and cultural engagement with children, young people and
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Seal Wife saga: Rewriting O’Neill’s Melbourne workshop in role NJ Pub Date : 2021-09-01 Claire Coleman
ABSTRACT The main content of this article is a piece of rewriting-in-role. This factionalised dramatic text allied with narrative inquiry and performance ethnography grounded is accounts of Cecily O’Neill’s 1992, Seal Wife workshop in Melbourne, Australia. A brief introduction explains the rationale for this approach and its connection to the wider methodology of critical arts based research. This
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Empowerment and a changing curriculum: keynote address NADIE conference, July 1, 1994 NJ Pub Date : 2021-09-05 Wayne Fairhead, Robin Pascoe
ABSTRACT This keynote address was presented by Wayne Fairhead for the 1994 National Conference of NADIE, the National Association for Drama in Education (now Drama Australia) held in Fremantle, Western Australia. It explores the concepts of empowerment in drama and theatre education and contextualises Australian curriculum developments in 1994, through sharing experiences from the development of Dramatic
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The contribution of drama pedagogy in developing adolescents’ self-confidence: a case study NJ Pub Date : 2021-09-21 Aikaterini Asimidou, Antonis Lenakakis, Asterios Tsiaras
ABSTRACT This paper examines the contribution of drama pedagogy to the enhancement of adolescents’ self-confidence. It presents the results of a research conducted to a sample of 42, 11th grade senior high-school students of the Music School of Piraeus, Greece. Specifically, the research program consisted of 16 weekly workshop sessions attended by the students of the experimental group. The aim was
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The suitcase series: an enduring participatory theatre making program in even more urgent times NJ Pub Date : 2021-09-17 Dr Megan Upton
ABSTRACT Malthouse Theatre’s The Suitcase Series celebrated ten years in 2020. As a participatory theatre making program for young people in Years 9 and 10 of secondary education, it holds a unique position in the Victorian and, arguably, the Australian theatre education landscape. Since 2010 Malthouse Theatre has commissioned an original script by a new playwright every two years, then challenging
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Alice Hoy is not a building: an ethnographic performance about women in academia (Drama Australia Monograph No.13) NJ Pub Date : 2021-09-29 Carol Carter
(2021). Alice Hoy is not a building: an ethnographic performance about women in academia (Drama Australia Monograph No.13) NJ: Vol. 45, No. 1, pp. 71-72.
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Editorial – The anchor points of our humanity amidst shifting sands NJ Pub Date : 2021-08-19
(2020). Editorial – The anchor points of our humanity amidst shifting sands. NJ: Vol. 44, No. 2, pp. 63-65.
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Teaching during COVID 19 times – The experiences of drama and performing arts teachers and the human dimensions of learning NJ Pub Date : 2021-06-27 Susan Davis, Louise Gwenneth Phillips
ABSTRACT As countries moved to halt the spread of the COVID 19 pandemic in 2020 access to physical sites of learning was restricted, so teachers across diverse educational contexts were required to rapidly embrace different modes and combinations of delivery. With a desire to profile the voices of teacher experience, a number of educational researchers initiated a research project to examine the experiences
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Collaborative performance during lockdown: combining devised drama with film concepts to present cyberdrama during the COVID lockdown in Australia NJ Pub Date : 2021-08-09
ABSTRACT When face-to-face tuition was suspended due to COVID-19 health regulations, tertiary drama students engaged in devising and performing drama online. Inspired by Orson Welles’ radio play, ‘The War of the Worlds’, and working online with a film director, the students developed a three-episode livestream drama in response to the pandemic. Through the lens of Davis’ cyberdrama toolkit, this practitioner’s
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Obituary: Christine Sinclair 1957-2020 NJ Pub Date : 2021-06-24 Kate Donelan
(2020). Obituary: Christine Sinclair 1957-2020. NJ: Vol. 44, No. 2, pp. 132-134.
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Obituary- Philip Taylor NJ Pub Date : 2021-06-24 Joanne O’Mara
(2020). Obituary- Philip Taylor. NJ: Vol. 44, No. 2, pp. 135-137.
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Old, new, review NJ Pub Date : 2021-04-15 Susan Davis, Joanne O’Mara
(2020). Old, new, review. NJ: Vol. 44, No. 1, pp. 1-3.
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Drama as inclusive literacy in high diversity schools NJ Pub Date : 2021-03-17 Natasha E. Beaumont
ABSTRACT Drama is becoming increasingly valued in the context of additional language learning. Representing knowledge in multiple modes has been shown to support diverse students. The use of drama can enhance meaning and comprehension for language learners as it enlists the voice and body as additional semiotic tools. Sociocultural theory provides a framework for understanding this dynamic, as does
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Growing through life’s bumpy moments: key experiences transforming the careers of positive veteran performing arts teachers NJ Pub Date : 2021-02-25 Christina Gray, Geoffrey M. Lowe, Peter F. Prout, Sarah Jefferson
ABSTRACT With many performing arts teachers succumbing to stress and burn-out and rates of attrition growing, it is critical to understand factors which enable some teachers to remain positive, committed and enthusiastic in their teaching. Interviews with four female veteran performing arts teachers revealed ways in which key complex and profound experiences of their careers had enriched their professional
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Eulogy - Beth Parsons NJ Pub Date : 2021-01-15
(2020). Eulogy - Beth Parsons. NJ: Vol. 44, No. 1, pp. 56-59.
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Inclusion happens with a puppet: puppets for inclusive practice in early childhood settings NJ Pub Date : 2021-01-05 Olivia Karaolis
ABSTRACT The early childhood sector supports the realisation of inclusive education through a range of recommendations, policy statements and resources. With such a clearly mandated movement for inclusive practice it is imperative that educators are equipped with the attitudes, knowledge, and skills necessary to ensure the full participation of all children. Despite this understanding, a discrepancy
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Masks and education within an Australian context NJ Pub Date : 2021-01-05 David Roy
ABSTRACT In drama classes throughout the Western world, masks are regularly engaged within a variety of contexts. However, there is negligible information available as to how masks are actually used in the classroom, and to what degree they are effective in different teaching and learning contexts. This research sought to understand how masks could potentially have further impact and to understand
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Teaching drama differently in Sri Lankan secondary schools NJ Pub Date : 2020-12-29 Ayomi Irugalbandara, Marilyn Campbell, Rebecca English, Carly Lassig
ABSTRACT Arts subjects such as drama provide an effective context for developing 21st century skills, yet drama teaching in Sri Lanka is still mainly delivery through traditional, lecture-based methods. This article presents evaluation results of a drama-based intervention program that was designed specifically to develop junior secondary school students’ creative thinking capacity and adaptability
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Pedagogy, empathy and praxis: using theatrical traditions to teach NJ Pub Date : 2020-12-10 Robyn Ewing
(2020). Pedagogy, empathy and praxis: using theatrical traditions to teach. NJ: Vol. 44, No. 1, pp. 60-61.
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A rationale for performing and teaching commedia in a contemporary context: the three-dimensional approach NJ Pub Date : 2020-10-30 Corinna Di Niro
ABSTRACT How does a unique genre of itinerant Italian theatre survive five centuries and still remain vibrant and relevant today? As a practitioner (performer/teacher) of Commedia I tackle this enigma by unpacking the key components of Commedia dell’Arte – the genre. Inspired by the teachings of Antonio Fava, I have developed a three-dimensional approach (henceforth 3-DA) to performing and/or teaching
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The continuum of practice and change NJ Pub Date : 2020-03-18 Susan Davis
(2019). The continuum of practice and change. NJ: Vol. 43, No. 2, pp. 67-68.
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Indexing drama research: NJ 1997-2018 NJ Pub Date : 2020-03-18 Mary Mooney, Joanne O’Mara
ABSTRACT The article provides an index of the collection of published journal articles in NJ between 1997 and 2018 in the context of a discussion about the index form and importance to the activity of Drama Australia. The index annotates the full collection over this time period, annotating the breadth of drama practice, pedagogy, research, theatre and performance by the Drama Australia membership
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‘The Greatest Love of All’: an ethnodrama celebrating the continuing and evolving culture of the drama teacher NJ Pub Date : 2020-02-17 Jane Bird, Kelly McConville, Richard Sallis
ABSTRACT The main content of this article is an ethnodramatic text (J) or research-based performance text which was based on interviews recorded with 50 Victorian educators who each have had 30 or more years of drama teaching experience. The interviews were conducted by Drama Victoria as part of the Drama Australia MAMA project. Aligned with the data on which it was based, the script highlights some
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Review of Drama research methods: provocations of practice NJ Pub Date : 2020-02-16 Carol Carter
(2019). Review of Drama research methods: provocations of practice. NJ: Vol. 43, No. 2, pp. 136-137.
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The Risk Theatre Model of Tragedy: Gambling, Drama and the Unexpected NJ Pub Date : 2020-02-09 Carol Carter
(2019). The Risk Theatre Model of Tragedy: Gambling, Drama and the Unexpected. NJ: Vol. 43, No. 2, pp. 138-139.
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Practice what you preach: research-based theatre as a method to investigate drama teacher professional identity NJ Pub Date : 2020-01-05 Kelly McConville, Michelle Ludecke
ABSTRACT Teachers’ perceptions of their own professional identity affect their efficacy and professional development, as well as their ability and willingness to cope with educational change and implement innovations in their own teaching practice. Despite this, few opportunities are provided that engage teachers in developing an understanding of their professional selves. In this paper, we present
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Generosity in performance NJ Pub Date : 2019-12-17 Monica Prendergast
ABSTRACT This paper is interested in positing a new performance analysis concept in support of both seeking and recognising performances that include generosity as a key component. The politics of distemper allow for insults and derogatory remarks to be shared widely by anonymous online trolls and via Twitter and press conferences by the current President of the United States. These feel like dangerous
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Research informed teaching and drama: curating the evidence NJ Pub Date : 2019-01-02 Madonna Stinson
Recently, there has been a considerable amount of discussion on social media about the nature of evidence informing teacher decisions about learning. These discussions emerged as a result of a post entitled ‘The problem with using scientific evidence in education (why teachers should stop trying to be more like doctors’) (McKnight and Morgan 2019). In a previous editorial for this journal, we reflected
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Performing arts-based interventions in post-conflict zones: critical and ethical questions NJ Pub Date : 2019-01-02 Taiwo Afolabi
ABSTRACT Arts-based practices can occupy a fragile position where its interventionist character becomes both a gift and a poison. For instance, some practitioners/researchers from the Global North consider the Global South as a region to curate, perform and market interventions to solve problems. Such interventionist initiatives have also positioned those regions as sites for/of experimentation as
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Understanding the world through the affordances of drama: early career teacher perspectives NJ Pub Date : 2019-01-02 Alison Louise Grove O’Grady
ABSTRACTThis article contemplates the way five early career drama teachers in NSW speak and write about what they consider, the special characteristics and attributions of drama to facilitate learn...
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Pandora and the Tiger’s Whisker: stories as a pretext in two adult language learning contexts NJ Pub Date : 2019-01-02 Victoria Campbell, Zoe Hogan
ABSTRACT This article discusses the way two traditional tales were adapted and modified for use as pretexts in the Connected: Adult Language Learning through Drama program (CALLD) with migrant populations, including refugees and asylum seekers, in two sites during 2017 & 2018 in Sydney, Australia. The focus of this article is to explore the way ancient stories such as folktales and myths function in
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How has drama education training strengthened our teaching skills? Perspectives from preservice teachers and a university professor NJ Pub Date : 2018-11-15 Jan Buley, Scott Yetman, Mitchell McGee-Herritt
ABSTRACT In this paper, we have reflected on how drama training and drama experiences have helped us in our own journeys as educators and how the artform has invited learners into new communities and collaborative problem-solving. The very spaces of schools are isolating, with classroom doors opening and shutting in long corridors. The curriculum is often siloed and distant from other disciplines and
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Social filters shaping student responses to teacher feedback in the secondary drama classroom NJ Pub Date : 2018-08-20 Sharon Leanne Hogan
ABSTRACT Little is known about how secondary drama students identify or utilise teacher feedback. This article presents findings from a study exploring how drama students describe their experiences of teacher feedback and how, or if, they apply this feedback to enhance their learning. Data collection and analysis focused on students’ experiences of teacher feedback occurring in three secondary drama
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Tributes to Oliver Fiala NJ Pub Date : 2018-07-03 John Nicholas Saunders, Mary Mooney, Joan Cassidy, Howard Cassidy, Jennifer Simons, Wendy Michaels
It is with great sadness that I write to our members to inform them of the passing of Oliver Fiala, the first president of the New South Wales Education Drama Association (EDA) (now Drama NSW) in October 2018 at the age of 95. I only met Oliver once at the Drama Australia and Drama New Zealand Combined International Conference in 2015 when he and his wife Heather attended as special guests. He was
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Spaces we share NJ Pub Date : 2018-07-03 Janinka Greenwood, Robin Pascoe
ABSTRACT This article reports critical reflections on the history, evolution and future of drama in education In New Zealand and Australia by two veterans of its history. Robin Pascoe and Janinka Greenwood have both been actively involved in national developments and International collaborations for over 40 years and have each played central roles in shaping international dialogues and in evolvingnational
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Tyranny of distance: the ninth international drama in education research institute NJ Pub Date : 2018-07-03 Gaenor Stoate, Jo Raphael
The economically oppressive distance between Aotearoa New Zealand and most of the rest of the world was somewhat mitigated this year for those of us lucky southern hemisphere drama and theatre in education researchers, at least, with IDIERI 9 hosting delegates from 25 different countries, in Tamaki Makaurau Auckland, during the first week of July. Hosted at the University of Auckland’s Epsom campus
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Keeping the flame alive: legacies of Heathcote’s practice across the tasman NJ Pub Date : 2018-07-03 Christine Hatton, Viv Aitken
ABSTRACT In this article, two mid-career drama education researchers use duoethnography to reflect on Professor Dorothy Heathcote’s legacy in Australia and New Zealand. Drawing on personal artefacts and a shared metaphor, we create narratives that consider Heathcote’s influence on our particular contexts and practice, particularly our work with Mantle of the Expert and Rolling Role. We describe the
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Who is Responsible? Neoliberal Discourses of Well-Being in Australia and New Zealand NJ Pub Date : 2018-07-03 Kelly Freebody, Molly Mullen, Amber Walls, Peter O’Connor
ABSTRACT Policy proposals about social change and well-being shape the implementation of applied theatre projects through technologies such as evaluation practices and funding applications. Representations of projects can, in turn, effect public discourse about who participants are and why they are or are not ‘being well’. Like public policy, applied theatre for social change has to establish a problem
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Education in the Arts (3rd Ed), by Sinclair, C, Jeanneret, N, O’Toole, J, Hunter, M, Oxford University Press, 2018, 273 pp.,$74 AUD, ISBN: 978-0-195-52-794-0 NJ Pub Date : 2018-01-02 Abbey MacDonald
The 2018 rendition of Education in the Arts is the third edition of the text, being just one year shy of encompassing a decade of change, contention and growth in the Arts education landscape across, predominantly, Australian contexts. A significant proportion of the authors are from the Melbourne Graduate School of Education, working across a diverse range of Arts and teacher education contexts. Further
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Pennies falling: collaborative rewards in a state of creative emergency NJ Pub Date : 2018-01-02 David Megarrity, Bridget Boyle
ABSTRACT In theatre, hierarchies that delineate role and function often obscure the collaborative work of conceptualising a performance. Similarly, group processes may mask hidden creative hierarchies by labelling themselves ‘collaborative’. Either way, it is widely held that it’s difficult to make things in groups. Third Year BFA (Drama) students at the Queensland University Technology engage with
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What matters? Keynote address July 6th, 2015 NJ Pub Date : 2018-01-02 Juliana Saxton
ABSTRACT As we prepare for the 9th IDIERI in New Zealand, this paper revisits the issues foregrounded at the 2015 Institute and offers possible prompts for considering the state of our art today. A meditation on the concept of ‘open culture’ – the Institute theme – this keynote explores Kuo Pao Kun’s injunction ‘to extend one’s self beyond one’s own culture’ and how and why our capacity for that ‘extension’
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‘Many Mickles Make a Muckle’ – Role-Shifted Discourse, Restored Behaviour and the Radical in Performance NJ Pub Date : 2018-01-02 Gerard Boland
ABSTRACT Dorothy Heathcote’s perspectives concerning ‘role-shifted discourse’ within what she latterly called ‘Model 1: Drama used to explore people’ exhibits a strong alignment with the didactic purposes of ‘living history’ performances at heritage sites such as Colonial Williamsburg, Virginia. Kershaw’s ‘points of process’ concerning the ‘radical in performance’ are introduced as a proposition for
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Defining drama literacy – beginning the conversation NJ Pub Date : 2018-01-02 Madonna Stinson
For some time, I have been thinking about the concept of drama literacy and what it might mean to be drama literate. I have to admit to some discomfort about the term. Perhaps, that is because ‘literacy’ in the traditional English teaching sense is often reduced to the discrete teaching of the component parts of the field in isolation, e.g., phonics or grammar. In drama, this might equate to teaching
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Surfing the New Wave: Shakespeare with an Australian accent NJ Pub Date : 2018-01-02 Amy Perry
ABSTRACT This paper examines the evolution of Australian approaches to the production of Shakespeare’s plays during and following the New Wave period. Theatre is a barometer and instigator of social change. By mapping Australia’s evolving sense of national identity and its changing relationship with its colonial masters against changes on the stage, we can gain insight into Australia’s evolving cultural
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Dialogicality in teaching process drama: three narratives, three frameworks NJ Pub Date : 2018-01-02 Tuija Leena Viirret
ABSTRACT This case study explores dialogicality in teaching process drama through the narratives and practices of three experienced drama teachers of the Open University. Dialogue is understood here in the context of ‘I-Thou’ attitude and as the phenomenon of heteroglossia. The analyses of the videotaped reflective interviews with the teachers and process dramas revealed a polyphonic picture of dialogicality
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Beyond ethnodrama: exploring nursing history and identity through scriptwriting as research NJ Pub Date : 2018-01-02 Susan Davis
Abstract The creation of scripts and performances from, as, and for sharing research has gained increasing credibility in the overlapping realms of applied theatre, performance studies, drama education and arts-based research. The resulting scripts can be used to inform learning processes, share data with research participants and be shaped into performative works for diverse audiences. While much
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Dialoguing to make meaning: drama, dialogues and dialogicality in a continually developing field NJ Pub Date : 2018-01-02 Madonna Stinson, Robyn Ewing
This bumper edition of NJ considers the role of drama and theatre in developing and/or extending our understandings of culture and identity in a world where we are talking more and more about a global culture. The following articles share a matured thinking about our work, with an increasing emphasis on dialogue and the development of our own critical reflective processes as we strive to enhance understanding
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The school drama book: drama, literature and literacy in the creative classroom NJ Pub Date : 2017-07-03 Kate Garrard
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Dramawise reimagined: learning to manage the elements of drama NJ Pub Date : 2017-07-03 Christina C. Gray
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Drama’s transdisciplinary potential NJ Pub Date : 2017-07-03 Madonna Stinson, Robyn Ewing
The editors are excited about this edition of NJ. Our authors consider the transdisciplinary nature of drama highlighting its potential resonance with design thinking, its enhancement of the teaching of poetry, verbatim plays and the use of performance in authentic assessment as well as the impact dramatic processes can make on vulnerable communities.