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 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)
Gavin Bolton’s Contextual Drama is the result of more than two decades of study of Bolton’s theory and practice. For teachers and those in the caring professions, it will clarify the power of contextual drama as a beneficial learning medium for children and adults, both within and beyond the classroom. The core of the book is a detailed analysis of nine examples of the contextual drama mode; the first five demonstrate and analyse Bolton’s practice with children and young people and the final four describe his teaching with adults. Each chapter is framed by an introduction that contextualizes Bolton, from his initial beginnings working with visually and aurally challenged children to his position as reader in drama at Durham University. The final two chapters offer reflection on the nature of this work and, in particular, the significance of Bolton’s contributions to education.
By Margaret Burke
An introductory critical study for first year undergraduates which bridges the gap between A Level and university study. The book offers an accessible overview of key critical perspectives, early modern contexts, and methods of close reading, as well as screen and stage performances spanning several decades. Organised around the discussion of fourteen major plays, it introduces readers to the diverse theoretical approaches typical of today’s English studies. This is a go-to resource that can be consulted thematically or by individual play or genre. Critical approaches can overwhelm students who are daunted by the quantity and complexity of current scholarship; Bickley and Stevens are experienced teachers at both A and university level and are thus uniquely qualified to show how a mix of critical ideas can be used to inform ways of thinking about a play.
By Pamela Bickley and Jenny Stevens
This paper reports on the exciting Sydney study within the ground-breaking international rolling role project, which re-considered Heathcote’s rolling role strategy in a twenty-first century, web-based learning context.
In the year that we celebrate the 75th anniversary of Homo Ludens, this article introduces Ludic Pedagogy (LuPe) as a rich base for drama as education.
Drama in education (DiE) pioneered by Heathcote aims to help students access and understand a wide range of human experiences through the dramatic.
It is widely recognized that Dorothy Heathcote was a dynamic and radical teacher who transformed and continually reinvented drama teaching.
Drawing on the language and values of korowai weaving, the author presents Mantle of the Expert as having underlying philosophies (tikanga), core elements (whenu) and a whole set of interwoven signature pedagogies (aho).
This paper considers the breadth of Heathcote’s educational drama methodologies.
