Towards an Understanding of Theatre for Education

Booth, David

doi:10.3138/9781442627574-003

Cited by 7 publications

(3 citation statements)

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“…Some could question whether theatre is worth preserving at all, or whether the ancient art form should be left to shrink into tiny enclaves populated by theatre diehards, eclipsed by the wonders of the latest CGI and the laser crisp imagery of the newest "retina" display. David Booth (2003) offers compelling reasons for English and drama to continue placing value on the live experience: I need for students of all ages to be shocked and surprised by ideas that can only be shared in the safety of the theatre frame; I need the sound of powerful language filling their impoverished word world; I need for them to sense how they and those on stage breathe simultaneously as one; I need to witness the struggle of students of every age participating in drama work, listening to each other as they interact, so that they begin to see that everyone matters if the fiction is to become real; I need to know that my students can read the conventions of theatre as proficiently as they can a Friday night film. I know that theatre can help them to enter their worlds more fully, to see more clearly, and feel and think all at once.…”

Section: Discussionmentioning

confidence: 99%

Taking it to the Tweet Seats: Using New Technology to Create "Theatre Knowledge-Building Communities" in the English Language Arts and Drama Classrooms

Richardson¹

2013

in education

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The development of digital technology and the participatory culture it engenders presents challenges to secondary school English and drama teachers keen to expose their students to the pleasures and rewards of live theatre. Within Scardamalia’s notion of the “knowledge building community” (Scardamalia & Bereiter, 1994, 2006; Scardamalia, Bransford, Kozma, & Quellmalz, 2012; Scardamalia, 2002), however, is a framework by which teachers can use educational technology to create authentic, theatre knowledge-building communities that allow students to view themselves as engaged participants in the culture of live theatre while learning valuable 21st century skills.Keywords: theatre; English; drama; educational technology; Scardamalia; knowledge-building community; 21st century skills; youth audience

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Section: Discussionmentioning

confidence: 99%

Taking it to the Tweet Seats: Using New Technology to Create "Theatre Knowledge-Building Communities" in the English Language Arts and Drama Classrooms

Richardson¹

2013

in education

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“…Experts in the use of drama in teaching languages (Booth, 2003;Boudreault, 2010;Bolton, 2014;Zatzman, 2003) praise the benefits of integrating drama and theatre in education. Bolton (2014) has developed the term "interactive theatre" and implemented it in higher education.…”

Section: Theatre As An Innovative Approach In Educationmentioning

confidence: 99%

‘I want to be heard and seen’: the visualization of EFL students’ voices through story narratives and interactive theatre

Smaili¹

2020

JESP

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This study was conducted at a university in Algeria. It explores the language voices and self-positioning amongst students who study English as a foreign language (EFL), through introducing an innovative teaching method that includes the process of narrating personal life experiences, turning those experiences into a scenario and performing it onstage using interactive theatre. As the voice of the learner is crucial in the classroom to break the walls of anxiety and lack of investment, to promote self-positioning and agency, and to allow the student to participate in his/her desired imagined community, I was concerned about the teaching and learning situation at the department of English where this study took place. The current situation revealed that most of the students fear to speak, but wish to become good language users and be seen by others. This has driven me towards asking the questions of what voices can they develop in theatre, and what aspects from their experiences define those voices. I ran a theatre course where 19 EFL students participated. I used thematic analysis strategy to analyse the data collected from this study. The findings revealed multiple voices that are defined by the participants' experiences in both their social and academic contexts.

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“…Fairhead (1993) makes the claim that audiences can explore contemporary issues (immigration, family dislocation, culture) with an emphasis on ‘enlightenment, entertainment and education’. In the book, How Theatre Educates , Booth (2003), explores, in the main, the world we live in and how it can be reflected through drama and staged performance, in order that we, the audience, can reflect on the values in contemporary society. He asserts that theatre affords this reflection not only in formal settings (usually in schools) but also in informal educational experiences (usually in theatres).…”

Section: Introductionmentioning

confidence: 99%

Dramatic insights: A report of the effects of a dramatic production on the learning of student nurses during their mental health course component

Welch

2008

Int J Mental Health Nurs

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Drama, like nursing, concerns itself with the human condition and finds its resonance in an empathetic response to the person-to-person connection. As part of their clinical experience in the mental health component of their undergraduate nursing course, 80 student nurses attended the play Bearing Witness written by the authors and produced as a joint Faculty production between the Faculty of Nursing and the Department of Drama at the University of Alberta, Edmonton, Canada. The play charts and interweaves the paths to healing of two people following incestuous abuse for one, and political torture for the other, and poses questions to the audience concerning the intent and effects of abuse, and the place and value of forgiveness and forgiving. Some 4-5 months afterwards the students were invited to participate in hour-long, semi-structured interviews to investigate the persistent impressions of the play, the students' perceptions of the themes and relevance and the effect of the play on their learning and development as nurses. The seven students who took part in the interviews expressed that their feelings of empathy and identification with the situation of the characters in the play had a greater impact on their learning than other methods of instruction they had evaluated, particularly in terms of the persistence and processing of the subjective experience. Other notable themes were that of forgiveness, its value in healing and the implications for nursing, and an appreciation of the 'spiritual component' of the total learning experience.

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Towards an Understanding of Theatre for Education

Cited by 7 publications

References 0 publications

Taking it to the Tweet Seats: Using New Technology to Create "Theatre Knowledge-Building Communities" in the English Language Arts and Drama Classrooms

Taking it to the Tweet Seats: Using New Technology to Create "Theatre Knowledge-Building Communities" in the English Language Arts and Drama Classrooms

‘I want to be heard and seen’: the visualization of EFL students’ voices through story narratives and interactive theatre

Dramatic insights: A report of the effects of a dramatic production on the learning of student nurses during their mental health course component

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