This paper reports on the development of an ethnographic performance (a play based on research data), which was written and performed as part of an educational ethnography.
The paper describes the results of a pilot study conducted in Poland which was aimed at finding out the answer to the following research question: Does the kinaesthetic interpretation of the text influence the level of self-creative potential and the process of self-reflection? If so, how does it happen?
I researched whether a ‘thick’ curriculum (Geertz 1993) could make Shakespeare accessible and relevant to all pupils, improve literacy and foster social learning.
This article will describe the role that human development plays in drama activities. It is based on studies that were carried out in several Polish cities as part of a PhD thesis held at Warsaw University (Witerska 2010).
This book advances the current debate between Applied Drama and Applied Theatre and is likely to become an important contribution. As reviewer Brian Heap observes:’One great advantage to a book like this, of course, is that it provides ready access to a range of key articles from what might otherwise be, for the individual student or researcher at least, prohibitively expensive journals. In addition, the fact that they are thematically arranged helps the reader to focus on his/her immediate interest.
By Monica Prendergast and Juliana Saxton (editors)
This article discusses the relationship between drama as a means of both exploring and conveying history.
The process of schooling plays a significant role in shaping the lives of children in the contemporary society.
This thoughtful and intelligent volume is a timely analysis of the burgeoning field of ethnodrama, anchored in six case studies. The co-authors guide the reader through the dominant questions and paradoxes of the sub-discipline while wisely dwelling little on the relative merits of any particular label. The title for the book is well chosen since the performance of research is the concept that forms the common denominator for all the myriad off-shoots to which academics and practitioners swear allegiance.
By Judith Ackroyd and John O’Toole
For the last four years Hilary Lee-Corbin has initiated and conducted a research project aimed at introducing Shakespeare to primary children in an accessible and active manner. The initial idea was that by doing this children would be able to approach Shakespeare more easily when they come to study his works in the secondary school. Children’s attitudes towards Shakespeare have been explored in this study using Personal Construct Psychology and Repertory Grids, Stimulated Recall and Semi-structured Interviews.
Pamela Bowell
Amanda Kipling
Chris Lawrence
Marie-Jeanne McNaughton
Ruth Sayers
