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The genesis for <I>Perspectives on <I>Teaching Theatre can be traced back to the theme of the Association of Theatre in Higher Education's 1993 Annual Conference -Imaging the Future-, which focused on challenging curricular, pedagogical, and political issues in college theatre education. The writers in this volume, who are teachers of theatre, -imagine- the possibilities of educational reform in the context of the changing politics in our culture and society. Topics examined include the challenges and possibilities of teaching theatre in postmodern culture; issues of democracy and methods of empowering students in classroom and production work; ways for theory, pedagogy, and production to inform each other; and strategies for dealing with difference in theatre education."
This book identifies Nigerian theatre as a highly creative and useful tool for cultural and economic development. It moves beyond the usual discussion of theatre as entertainment to a dialogue that situates theatre as an essential tool for initiating public discourse for the advancement of society in general.
First published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.
Drama as a process-centred form is a popular and valued methodology used to develop thinking and learning in children, while theatre provides a greater focus on the element of performance. In recent years, offering drama and theatre as a shared experience is increasingly used to engage children and to facilitate learning in a drama classroom. Using drama and theatre as a central component with children, this book is an amalgamation of theory, research and practice from across the globe offering insights into differing educational contexts. Chapters provide an exploration of the methodologies and techniques used to improve drama in the curriculum, and highlight the beneficial impact drama has in a variety of classrooms, enriching learning and communication. Contributions from 17 authors, ranging from teachers in schools or universities, to researchers and drama practitioners, examine a variety of perspectives related to drama and children in an attempt to bridge gaps and move ahead collectively as educators, practitioners and researchers in drama and theatre. Divided into two parts, Part I reflects on the use of drama in its varied forms with children, while Part II focuses on projects and experiments with children using theatre in order to draw links between drama, theatre and pedagogy. Drama and Theatre with Children will be key reading for researchers, academics and postgraduate students in the fields of drama education, theatre education, curriculum studies and child development. The book will also be of interest to drama practitioners, school teachers and teacher training leaders.
What is a veteran teacher, and how do veteran teachers contribute to schools and education? This international volume contributes to our understanding of veteran teachers with new conceptual studies and empirical research from different countries around the world. It is explores what we mean by a ‘veteran teacher’; the factors that encourage teachers to remain in the profession; the characteristics of a successful veteran teacher; and the values with which veteran teachers associate themselves. Rather than supporting stereotypes about teachers at different stages in their professional lives, this book both scrutinises prevalent stereotypes and explores the great variety of veteranship in teaching, in different cultures and different subject matter domains. Teacher retention is an increasingly difficult issue and there are severe problems of high staff turnover and attrition in many countries - so recognition of the qualities of more experienced teachers is timely, as well as valuing the potential contributions of veteran teachers in schools. The book also addresses broader issues about teachers’ lives and identities, the vulnerability of different groups of teachers to the effects of change and reform, and the various forms of teacher knowledge and teacher development. This book was previously published as a Special Issue of Teachers and Teaching.
Contemporary theatre is nearly as controversial as the changing society it reflects. Much of its journalistic notoriety derives from its seeming advocacy of behavior, language, and ideas once considered unsuitable for public performance. In this overview, a noted authority takes a perceptive look at the radical trends in modern drama and provides us with a new awareness of the forces and ideas behind the current theatrical battle. Professor Brockett demonstrates that many of the puzzling aspects of contemporary theatre—such as obscenity, nudity, and propaganda—are rooted in the traditions of Western stage and society. He traces the sifts in values over the past century and shows how these changes have affected modern drama. This uncertainty about values, says the author, has been accompanied by new conceptions of structural unity in theatre. He points out the various structural innovations in drama from Aristotle through wide range of playwrights, including Sophocles, Ionesco, Ibsen, Brecht, Artaud, Beckett, and Jean-Claude van Itallie, and discusses the relationship of “relevance” to “universality.” He examines the most recent theatrical shift—from detachment to commitment—and compares the plays of the anxious 1950s, such as Beckett’s Waiting for Godot, with today’s committed theatre, including such productions as Chicago 70, Hair, and Che! Perspectives on Contemporary Theatre is a thoughtful guide for the reader who seeks a better understanding of the radical changes in the nature and function of dramatic art.
Through thirteen essays, Teaching Theatre Today addresses the changing nature of educational theory, curricula, and teaching methods in theatre programs of colleges and universities of the United States and Great Britain.
First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Children's literature can be a powerful way to encourage and empower EFL students but is less commonly used in the classroom than adult literature. This text provides a comprehensive introduction to children's and young adult literature in EFL teaching. It demonstrates the complexity of children's literature and how it can encourage an active community of second language readers: with multilayered picturebooks, fairy tales, graphic novels and radical young adult fiction. It examines the opportunities of children's literature in EFL teacher education, including: the intertexuality of children's literature as a gate-opener for canonised adult literature; the rich patterning of children's literature supporting Creative Writing; the potential of interactive drama projects. Close readings of texts at the centre of contemporary literary scholarship, yet largely unknown in the EFL world, provide an invaluable guide for teacher educators and student teachers, including works by David Almond, Anthony Browne, Philip Pullman and J.K.Rowling. Introducing a range of genres and their significance for EFL teaching, this study makes an important new approach accessible for EFL teachers, student teachers and teacher educators.
This volume brings together a group of leading international researchers and practitioners in voice pedagogy alongside emerging academics and practitioners. Encompassing research across voice science and pedagogy, this innovative collection transcends genre boundaries and provides new knowledge about vocal styles and approaches from classical and musical theatre to contemporary commercial music. The work is sure to be valuable in tertiary institutions, schools and community music associations, suitable for use by private studio teachers, and will appeal to choral leaders and music educators interested in vocal pedagogy. “I thoroughly enjoyed reading this book and I am confident it will help bring all aspects of vocal pedagogy firmly into the 21st century. Refreshingly, many different areas of pedagogy are included in the text so we can all work together to more fully understand the singing voice. Up to the moment research is included along with an exploration of the evolving contemporary styles of singing. Further, areas regarding teaching and curriculum in higher education are also reviewed. All in all, this text a crucial addition to a professional's vocal library.” Jeanne Goffi-Fynn, Teachers College, Columbia University, USA.
Traditional approaches to understand space tend to view public space mainly as a shell or container, focussing on its morphological structures and functional uses. That way, its ever-changing meanings, contested or challenged uses have been largely ignored, as well as the contextual and on-going dynamics between social actors, their cultures, and struggles. The key role of space in enabling spatial opportunities for social action, the fluidity of its social meaning and the changing degree of "publicness" of a space remain unexplored fields of academic inquiry and professional practice. Public Space and Relational Perspectives offers a different understanding of public spaces in the city. The aim of the book is to (re)introduce the lived experiences in public life into the teaching curricula of those academic disciplines which deal with public space and the built environment, such as architecture, planning and urban design, as well as the social sciences. The book presents conceptual, practical and research challenges and brings together findings from activists, practitioners and theorists. The editors provide eight educational challenges that educators can endorse when training future practitioners and researchers to accept and to engage with the social relations that unfold in and through public space. Cover image: KARO*
How Drama Activates Learning: Contemporary Research and Practice draws together leaders in drama education and applied theatre from across the globe, including authors from Europe, North America and Australasia. It explores how learning can be activated when drama pedagogies and philosophies are applied across diverse contexts and for varied purposes. The areas explored include: · history · literacy, oracy and listening · health and human relationships education · science · democracy, social justice and global citizenship education · bullying and conflict management · criticality · digital technologies · additional language learning Drawing on a range of theoretical perspectives, the contributors present case studies of drama and applied theatre work in school and community settings, providing rich descriptions of practice accompanied by detailed analysis underpinned by the theoretical perspectives of key thinkers from both within and beyond the field of drama.
MasterClass in Drama Education explores drama teaching, drawing directly on international research and practice, presenting effective and engaging approaches for drama learning and focusing on the skills, knowledge and understanding needed by researchers teachers and Master's-level students. Anderson also draws on the hisotry of drama education to create a foundation for effective learning and teaching. Topics covered include: -the foundations of drama learning -planning -knowledge and skills -assessment MasterClass in Drama Education will be essential reading for all studying the teaching and learning of drama on PGCE and Education MEd/MA courses.
In <I>-Come Closer, - community activists, scholars, and theatre artists describe their Theatre of the Oppressed (TO) work and how they are transforming TO for new purposes, new audiences, and new settings. Each chapter features a first-person narrative on how the authors' work both honors and transforms the vision of Augusto Boal, whose imaginative response to human oppression offers the world an aesthetic intervention that has the power to move both the oppressors and the oppressed to the possibility of transformative dialogue. Contributors to this important volume center their ideas and their descriptions of their practice within theoretical frameworks, particularly Paulo Freire's Pedagogy of the Oppressed. <I>-Come Closer- will be useful to undergraduate and graduate students, as well as administrators and professors interested in the topic of democratic education."
Teaching Classroom Drama and Theatre is all about teaching drama in the modern classroom. The book presents a series of new, exciting and practical units placed in the context of current ideas about classroom practice and presents a new model of how teachers can draw together the various methodologies of process drama and theatre studies. By re-appraising the very different traditions and approaches to drama teaching in schools, it presents examples of integrated projects and lessons suitable for the widest range of teachers and learners.
The Second Edition of Johnny Saldaña's international bestseller provides an in-depth guide to the multiple approaches available for coding qualitative data. Fully up to date, it includes new chapters, more coding techniques and an additional glossary. Clear, practical and authoritative, the book: -describes how coding initiates qualitative data analysis -demonstrates the writing of analytic memos -discusses available analytic software -suggests how best to use The Coding Manual for Qualitative Researchers for particular studies. In total, 32 coding methods are profiled that can be applied to a range of research genres from grounded theory to phenomenology to narrative inquiry. For each approach, Saldaña discusses the method's origins, a description of the method, practical applications, and a clearly illustrated example with analytic follow-up. A unique and invaluable reference for students, teachers, and practitioners of qualitative inquiry, this book is essential reading across the social sciences.

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