This paper reports on research into how trainee drama teachers can be helped to identify how personally held values are organised into systems that impact on their classroom practice by reviewing video recording of themselves teaching.
Increasingly organisations of all types are under pressure to live up to the values they profess in their vision and value statements.
Although playbuilding both in school and outside school settings is a common practice in Europe and other parts of the world, most children in Ghana are not familiar with this procedure and its benefits.
In the years following New Labour’s election victory (1997) the creative agenda was a visible concern for schools and teachers.
As with any subject area, Drama’s inclusion in the secondary curriculum must conform to curriculum policies and procedures, including those related to assessment and certification.
Viv Kerridge
Amanda Kipling
Chris Lawrence
Nicola Toneri
Awo Mana Asiedu is a senior lecturer in the Department of Theatre Arts at the University of Ghana.
We are proud to say that in this issue of Drama Research, as well as articles from the USA and the UK, there is strong representation of research papers from the African continent: from Ghana, Zimbabwe and The Republic of South Africa. It is a rare treat to gain a wealth of insights into the work that is going on in that great continent.
April 2016
The arts specialists and teachers involved in the project participated in professional learning communities focused on the use of classroom assessment practices.
