Using Process Drama to Deconstruct "A Midsummer Night's Dream"

WITHDRAWN: Utilizing Consensual Assessment to Compare Creativity in Drama Spaces

“…Drama education is a longtime ally to creativity because roleplaying exercises helped students take different perspectives and engage with texts and concepts (Johnson, 2004;Podlozny, 2000;Walker, Tabone, & Weltsek, 2011). While drama activities can teach performance skills for the stage, drama differs from theater because the former emphasizes student learning (i.e., performing without an audience) while the latter emphasizes the production of shows (i.e., performing with an audience; Podlozny, 2000;Spolin, 1999;Weltsek, 2005). Because drama learning requires students to enact their learning for live observers, it may be the most authentic context for capturing creativity as learning process (Nachmanovitch, 1990;Neelands, 2004;Spolin, 1999).…”

Process Drama in Civic Education: Balancing Student Input and Learning Outcomes in a Playful Format

“…This, in turn, brings a strong sense of presence, community and pride to what has been collaboratively created (cf. [52,53]). As mentioned earlier, teacher-in-role is a central part of the process drama repertoire.…”

Classroom Drama for Literacy Engagement and Social Justice Explorations: New Teachers' First Attempts in Diverse Classrooms

“…For this study, we refer to the collective as classroom drama pedagogy and classroom drama strategies. Aligned with Heathcote and Bolton's (1995) process drama, and as defined by Weltsek (2005), we view classroom drama strategies as activities performed and embodied in the classroom, used as tools for student learning, "which focus on a student's critical understanding of a text with no intention of formal play production" (p. 76).…”