Volume 6 Notes on Authors
Heidi Andrade is an Associate Professor of educational psychology and Associate Dean for Academic Affairs at the School of Education, University at Albany, SUNY.
Volume 6 Editorial
In this issue of Drama Research two of the five articles published here set out to research two opposite ends of the Drama/Theatre spectrum: the new world of digital media at one end; and the very old world of traditional pantomime at the other. Each article makes a convincing case for further research into the value to Drama pedagogy of their respective areas of Drama and Theatre.
Drama Research Volume 6
April 2015
Volume 5 Notes on Authors
Viv Aitken is Senior Lecturer in Education at the University of Waikato, Hamilton New Zealand, where she contributes to pre-service programmes for primary and secondary teachers and supervises postgraduate research.
Revisiting Heathcote’s Rolling Role model through the Water Reckoning project: pre-texts, dramatic materials and digital mediation
Dorothy Heathcote’s work was centred on using drama to make learning meaningful and focused on things that ‘matter’.
Learning Through Theatre: The Changing Face of Theatre in Education (Third Edition)
In the two decades since the publication of the second edition, Learning Through Theatre has further established itself as an indispensable resource for scholars, practitioners and educators interested in the complex interrelations between teaching and learning, the performing arts, and society at large. Theatre in Education (TIE) has consistently been at the cutting edge of the ever-growing field of Applied Theatre; this comprehensively revised new edition makes an international case for why, and how, it will continue to shape ways in which the participatory arts contribute to the learning of young people (and increasingly, adults) in the 21st century.
Journal of the Plague Year
A truthful, personal and insightful exploration of the state of arts funding and carrying on in the face of adversity, by the renowned founder of Out of Joint.
One March morning, out of the blue, Max Stafford-Clark learned that the Arts Council had drastically cut their grant to his theatre company, Out of Joint, leaving it in danger of imminent collapse. Journal of the Plague Year is his account of what happened next, as he sets out to contest the cut, make the case for public funding of the arts, and continue producing the work for which he and his company are renowned.
Max’s journal often takes on an autobiographical flavour, including the unexpectedly moving story of his two fathers, his surreal encounter with the New York theatre world, and the shocking details of what it is to suffer a massively debilitating stroke.
By Max Stafford-Clark
Applied Drama: A Facilitator’s Handbook for Working in the Community
Applied Drama, a companion to Intellect’s Applied Theatre, fulfills the need for an introductory handbook for facilitators and teaching artists working with the dramatic process in diverse community settings. The authors distill the best practices to transfer into the settings within which these applied drama projects occur. Crafted for use in schools, classrooms, community groups, healthcare organizations, and all manner of social institutions, this book aids practitioners in developing and honing the skills needed to serve these communities.
By Monica Prendergast and Juliana Saxton
Exploring distancing in the work of Dorothy Heathcote: Estrangement as poetic distortion
This article introduces the reader to a range of terms that have historically been applied to the notion of distancing, which in the author’s view was a major component of Heathcote’s work.
How Drama Activates Learning: Contemporary Research and Practice
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. 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.
By Michael Anderson and Julie Dunn (eds)