NJ-Drama Australia Journal最新文献

{"title":"Into the story 2: more stories! more drama!","authors":"Tiina Moore","doi":"10.1080/14452294.2017.1329682","DOIUrl":"https://doi.org/10.1080/14452294.2017.1329682","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"21 1","pages":"79 - 80"},"PeriodicalIF":1.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76907661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Violence Workshop","authors":"","doi":"10.1080/14452294.2017.1329690","DOIUrl":"https://doi.org/10.1080/14452294.2017.1329690","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"5 1","pages":"66 - 78"},"PeriodicalIF":1.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83795508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The drama in sociodramatic play: implications for curriculum and pedagogy","authors":"Una McCabe","doi":"10.1080/14452294.2017.1329689","DOIUrl":"https://doi.org/10.1080/14452294.2017.1329689","url":null,"abstract":"Abstract The research outlined in this article uses drama as a methodology to effect levels of engagement in sociodramatic play. The study draws on research by the initiators of sociodramatic play training, and provides quantitative and qualitative results in relation to children aged three to six, in a disadvantaged setting. It is shown that children will not always learn to play by playing and that the use of drama pedagogy can develop children’s ability to access dramatic play worlds. Borders and commonalities in discourse around drama in education and early childhood education are examined. Conclusions are made around the importance of the educator’s subject knowledge of drama as a key component of a play pedagogy which best supports sociodramatic play. Working in role, supported by the educator, is centralised as the curriculum provision children need in order to be able to explore the narrative of their worlds.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"16 1","pages":"13 - 3"},"PeriodicalIF":1.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85242166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Precarious repurposing: learning languages through the Seal Wife","authors":"C. Coleman","doi":"10.1080/14452294.2017.1329681","DOIUrl":"https://doi.org/10.1080/14452294.2017.1329681","url":null,"abstract":"Abstract ‘Je voudrais un café au lait’ you nervously utter to your classmate, who listens carefully while wearing his best haughty French expression. Role play has long been popular in Additional Language (AL) classes for practising and rehearsing daily conversations. Subsequently other forms of drama education have garnered interest from the Language learning community for their ability to provide purposeful and engaging contexts for learning. This paper critiques the work of two language educators, who have adapted Cecily O’Neill’s The Seal Wife for an AL learning context. It critically examines the two dramas focusing upon several key features of process drama and discusses potential issues which may arise from borrowing and altering existing drama works.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"1 1","pages":"30 - 43"},"PeriodicalIF":1.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82864549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The violence workshop re-visited","authors":"Stig A. Eriksson","doi":"10.1080/14452294.2017.1329679","DOIUrl":"https://doi.org/10.1080/14452294.2017.1329679","url":null,"abstract":"","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"3 1","pages":"65 - 65"},"PeriodicalIF":1.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87672941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Building classroom community through drama education","authors":"Hala Mreiwed, Mindy R. Carter, Abigail Shabtay","doi":"10.1080/14452294.2017.1329680","DOIUrl":"https://doi.org/10.1080/14452294.2017.1329680","url":null,"abstract":"Abstract This article explores the experiences of two research assistants and an assistant professor involved in teaching and research in Curriculum and Instruction in Drama Education, a course for pre-service teachers at a Canadian University. Direct observations, field notes, student journals, participant interviews and an in-depth analysis of one student group’s creation and performance led to the understanding of the significant role of drama education in fostering community amongst pre-service teachers. Informing the research findings is a conversation about the social postmodern notion of community that fosters a sense of belonging, trust, and safety. The foundations of community within drama education specifically prompt deeper considerations for inclusion, collaboration, and empowerment in education allowing for the conception of ‘human subject in pursuit of themselves’.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"1 1","pages":"44 - 57"},"PeriodicalIF":1.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73176012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What’s new?*","authors":"Matt Edgerton","doi":"10.1080/14452294.2017.1329685","DOIUrl":"https://doi.org/10.1080/14452294.2017.1329685","url":null,"abstract":"Abstract In this keynote, Matt Edgerton, Artistic Director of Barking Gecko Theatre company considers the old and the new, in terms of the work of contemporary theatre-making for young people. He discusses past and future projects undertaken by Barking Gecko and explains how much inspiration is drawn from traditional texts, as well as new and exciting examples of quality literature for children and young people.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"21 1","pages":"58 - 64"},"PeriodicalIF":1.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87601769","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Revisiting and re-inspiring: drama in diverse educational contexts*","authors":"M. Stinson, R. Ewing","doi":"10.1080/14452294.2017.1331700","DOIUrl":"https://doi.org/10.1080/14452294.2017.1331700","url":null,"abstract":"This initial edition of NJ for 2017 foregrounds the role of drama as critical, quality pedagogy across the educational continuum. This theme is of central importance at a time when drama educators are concerned about the reductive and narrow curriculum offerings undermining all sectors of education. Each article in this issue provides evidence and strong counter-arguments for rich and creative pedagogies that enable deep understanding, the exploration of complex ethical issues and opportunities for the development of empathy and compassion. The scope of this issue spans a broad range of educational contexts from early childhood settings to primary and secondary schooling to institutions of higher education. All of the articles provide concrete and practical models for drama educators who hope to extend and enhance their own professional practices. Early childhood educator Una McCabe writes of drama as a methodology used to engage vulnerable or at risk children in rich socio-dramatic play. In her study, she demonstrates that children will not always learn through playing alone, and therefore discusses the importance of the educator’s role in enabling children to access dramatic worlds in a deeper way. Carolyn Swanson gives an example of the use of ‘mantle of the expert’ as a support for exploring ethical tensions when learning in science. She discusses the effects of role, status and purpose of her primary participants’ understandings as they emerged and developed. They were able to appreciate the complexity of ethical dilemmas as they considered alternative points of view. Claire Coleman unpacks two contrasting interpretations of Cecily O’Neill’s renowned Seal Wife drama as they were applied in secondary language contexts. In particular, she demonstrates the facilitators’ challenges in providing access to meaning without dictating a particular interpretation. To partner this article we asked Cecily O’Neill to reflect on the original Seal Wife drama and she has kindly done so. Pleased that the drama still has currency, she was surprised to see its application in teaching languages. Hala Mreiwed draws on a study in tertiary teacher education contexts to explore the role drama education may play in fostering community amongst pre-service teachers. She proposes that ‘community as a relational experience’ raises questions about what might be considered normal or familiar modes of instruction in higher education. We are delighted to provide Barking Gecko’s Artistic Director Matt Edgerton’s inspiring keynote from Drama Australia’s New Ground Rising conference in Perth in February, 2017. He chose to discuss ‘the spirit of the new’ as ‘a vital part of what drives us as theatre artists’. Newly retired international drama leader and educator Stig Eriksson has kindly permitted us to reprint his 1995 article ‘The Violence Workshop’ which uses Shakespeare’s Titus Andronicus to frame learning employing a wide range of drama conventions. Stig has also provided u","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"679 1","pages":"1 - 2"},"PeriodicalIF":1.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74751570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fictional others: expanding the possible through interactions with the fictional","authors":"C. Swanson","doi":"10.1080/14452294.2017.1329678","DOIUrl":"https://doi.org/10.1080/14452294.2017.1329678","url":null,"abstract":"Abstract This paper draws on data from a mixed method action research study investigating whether Mantle of the Expert supported or constrained science learning in a year 7/8 class. The 29 students (positioned as expert scientists) learned about buoyancy and stability through reinvestigating the sinking of the ferry Wahine in Wellington Harbour, New Zealand on 10 April 1968. The focus of this paper, however, is Heathcote’s notion of ‘others’. It examines how the role of the client as an external audience to the students’ work was extended by offering fictional others as an internal audience. The study highlights the value of interacting in an ethical manner with multiple fictional others of differing statuses and competency. I will suggest using both competent and incompetent fictional others intensifies the learning, and expands the possible by providing students with an incentive to work and to develop their curricular understanding.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"29 4 1","pages":"14 - 26"},"PeriodicalIF":1.0,"publicationDate":"2017-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83890365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Pennies falling: collaborative rewards in a state of creative emergency","authors":"David Megarrity, Bridget Boyle","doi":"10.1080/14452294.2018.1504364","DOIUrl":"https://doi.org/10.1080/14452294.2018.1504364","url":null,"abstract":"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 creative development in building new performances to proof of concept stage. ‘Then the penny dropped’ is a colloquial English expression capturing the moment of realisation after a period of uncertainty. This is an investigation of learning experiences in which the penny is still falling. This article surveys 3 years of this program in action, comprising 23 separate creative projects and groups. It describes the distinct characteristics of this learning environment, while developing a taxonomy of the student works, windows into processes that realised them and strategies for realising the learning opportunities offered by collaborative creativity.","PeriodicalId":41180,"journal":{"name":"NJ-Drama Australia Journal","volume":"1 1","pages":"14 - 25"},"PeriodicalIF":1.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90313933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}