The State of the Art : Teaching Drama in the 21st Century.

Intro -- The state of the art -- Contents -- Foreword -- Works cited -- Introduction -- The power of drama pedagogy and research to open doors: dwelling in the house of possibility -- Research as an ongoing narrative -- Opening doors: research beginnings (1. Introduction of setting and character) -- Drama and film in NSW (2. Explanation of a state of affairs) -- A book and a case study (3. Initiating event) -- Making a difference (4. Emotional response or statement of goal by the protagonist) -- Unforeseen events in research (5. Complicating actions) -- Findings from the research (6. Outcome) -- An epilogue in research (7. Reactions to the outcome) -- Opening doors: research as future action (1. Introduction of settings and characters) -- The state of drama in schools (2. State of affairs) -- Taking and making opportunities: drama and literacy (3. Initiating event) -- A drama literacy and teacher capacity building program (4. Emotional response or statement of goal by the protagonist) -- Problems and pedagogy in schools (5. Complicating actions) -- Conclusion  (6. Outcome) -- The possibilities of research and drama pedagogy (7. Reactions to outcome) -- Works cited -- School drama: towards state of the art in drama professional learning? -- The School Drama (SD) program -- Partnership -- Professional learning -- Co-mentoring -- The participants -- The SD process -- Expectations -- Findings -- The role of a partnership to foster professional learning -- The role of drama and literary texts in student literacy improvement -- Other benefits for students -- The students' responses -- The actors/teaching artists -- Issues: the timeframe -- Benchmarking -- Implications for professional learning in arts and education -- Future steps -- Conclusion -- Works cited -- Drama and ecological understanding: stories of learning -- Drama, conflict and ecology.

First story: Korowal School -- Second story: at the University of Western Sydney - Drama Method class -- Third story: the deaf poet and sound -- Fourth story: encountering 'country' -- Implications for practice -- Conclusion -- Works cited -- Schooling the imagination in the 21st century . . . (or why playbuilding matters) -- Theorising playbuilding in action -- The importance of playing and improvising -- Schooling the imagination through playbuilding -- Metaphoric transformation -- Elements of drama -- Learning through metaxis -- Playbuilding as a pedagogy for the future -- Conclusion -- Works cited -- Learning English as an additional language (EAL) through the pedagogy of educational drama -- The Fair Go Project -- Why drama for learning English as an additional language? -- The Fair Go Project's pedagogical framework for student engagement -- The FGP's definition of engagement -- Research context -- Analysing data -- Reporting findings -- Learning sequence 1. Sculpting a prominent issue/theme in a narrative to enhance interpretative comprehension and acquire new vocabulary -- Lesson sequence -- Discussion and implications in terms of English language learning -- Opportunity for a more in-depth and elaborate written response -- Learning Sequence 2. Using questioning in role to enhance inferential comprehension -- Discussion and implications in terms of English learning -- Opportunity for a more in-depth and elaborate written response -- Discussion and implications in terms of 'e'ngagement -- Discussion and implications in terms of 'Discourses of power and engaging messages for low SES students' -- Limitations -- Conclusion -- Works cited -- What's wrong with the way we teach playwriting? -- The background literature -- The study -- Emerging findings - the noble savage -- The teacher and the Muse -- Csikszentmihalyi and the flow channel.

The student playwright -- Semiotics and creativity -- Role of the teacher -- Implications for policy and further research -- Conclusion -- Acknowledgments -- Works cited -- The drama of co-intentional dialogue: reflections on the confluent praxis of Dorothy Heathcote and Paulo Freire -- An epistemological proposition -- Agents of their own learning -- The conscientisation process (conscientização) -- Implications for drama practice -- Works cited -- Hold the phone: drama education and mobile technology -- Integrating with the lives of learners -- Get started with familiar dramatic conventions -- 'Overheard conversations' -- 'Diaries, letters, journals, messages' -- 'Making maps/diagrams' -- 'Objects of character' (or 'private property') -- 'Soundtracking' (also 'Soundscape') -- 'Collective character' -- 'Unfinished materials' -- Become a 'maker' - using mobile devices for production -- Media content production and sharing sites -- QR codes -- Augmented reality -- Geotagging -- Wikis, social bookmarking, tagging -- Ringtones, sounds and music -- Social networking sites -- Blogs, micro-blogs, podcasting -- Portable passions: using mobile devices to engage with affinity spaces -- Conclusion -- Works cited -- About the contributors -- Index.

The State of the Art: Teaching Drama in the 21st Century presents cutting-edge scholarship from leading drama education researchers in New South Wales. This collection features discussions that are directly relevant to drama teachers in primary and secondary schools, artists and theatre makers, and drama education researchers.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.