The exploration of devised theatre towards producing case study scenarios is at the core of current drama practice as a powerful means of both giving voice to vulnerable community groups and contributing to inter‐professional education training purposes.
The article is based on a study, Creative learning through drama, carried out by the authors in 2007‐2009 on creative learning through drama.
By playing with different models of human conflict, the article examines how applied drama can help in the process of conflict management.
Pamela Bowell
Amanda Kipling
Chris Lawrence
Marie-Jeanne McNaughton
Ruth Sayers
Peter Bannister is Head of Drama at Backwell School, a large secondary comprehensive outside Bristol.
In our last issue of Drama Research we celebrated the forthcoming award of an MBE to Dorothy Heathcote by dedicating the issue to that legendary drama practitioner. In the space of a year the context in which we find ourselves in this issue is much changed: Dorothy Heathcote did, indeed, receive her MBE award but passed away on 8th October 2011; and so in this issue we are in a position of bearing witness to her remarkable life. To do so we have created a new category for articles published here: that of Testimony.
April 2012
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.
