Set against the context of the Arts in Education Charter, which encourages a partnership between artists and schools, this article reports on a study conducted with the Community and Education Department at the Abbey Theatre, the National Theatre of Ireland.
Viv Kerridge
Amanda Kipling
Chris Lawrence
Nicola Toneri
Hasan Akbulut is a professor in İstanbul University, Faculty of Communication, Department of Radi TV and Cinema in Turkey.
This issue of Drama Research is unusual in that all the articles focus primarily on work with Primary age young people and in countries other than England: Turkey, the Republic of Ireland and Scotland.
April 2017
In this paper we ask the basic question: How can arts education practices such as applied drama and theatre be better researched through performance ethnography as methodology?
Voice Studies brings together leading international scholars and practitioners, to re-examine what voice is, what voice does, and what we mean by ‘voice studies’ in the process and experience of performance. This dynamic and interdisciplinary publication draws on a broad range of approaches, from composing and voice teaching through to psychoanalysis and philosophy. With contributions spanning six continents, the volume considers the processes of teaching or writing for voice, the performance of voice in theatre, live art, music, and on recordings, and the experience of voice in acoustic perception and research. It concludes with a multifaceted series of short provocations that simply revisit the core question of the whole volume: what is voice studies?
By Konstantinos Thomaidis and Ben Macpherson
This book tells the story of the Royal Shakespeare Company’s acclaimed and influential project to transform the teaching of Shakespeare in schools. It examines their approaches to making his plays more accessible, enjoyable and relevant to young people, describing the innovative classroom practices that the Company has pioneered and locating these within a clearly articulated theory of learning. It also provides evidence of their impact on children and young people’s experience of Shakespeare, drawing upon original research as well as research commissioned by the RSC itself.
By Joe Winston
Norms of embodied behaviour for males and females, as promoted in mainstream Western public arenas of popular culture and the everyday, continue to work, overtly and covertly, as definitive and restrictive barriers to the realm of possibilities of embodied gender expression and appreciation. They serve to disempower and marginalize those not inclined to embody according to such dichotomous models. This book explores the ramifications of the way our gendered, sexed and culturally constructed bodies are situated toward notions of difference and highlights the need to safeguard the social and emotional well-being of those who do not fit comfortably with dominant norms of masculine/feminine behaviour, as deemed appropriate to biological sex.
By Jack Migdalek
Dramatic Interactions in Education draws together contemporary sociocultural research across drama and educational contents to draw out implications for researchers and practitioners both within and outside the field. Drama is a field for which human interactions, experience, emotional expression, and attitude are central, with those in non-arts fields discovering that understandings emerging from drama education can provide models and means for examining the affective and relational domains which are essential for understanding learning processes. In addition to this, those in the realm of drama education and applied theatre are realising that sociocultural and historical-cultural approaches can usefully inform their research and practice.
By Kelly Freebody and Michael Finneran
