122 research outputs found
AN ALTERNATIVE PRACTICUM MODEL FOR TEACHING AND LEARNING
In this article, I have examined how a dramaâbased practicum had an impact on learning in meaningful ways for preservice teachers and gradeâ6 students during a threeâweek alternative teaching placement. Because the nature of dramaâbased teaching and learning invites participants to think and feel with ideas and emotions continually intersecting, I investigated cognitive and affective learning moments during a collective play development unit. Participantsâ recorded responses indicate that using this process to address social justice issues created a conducive and rewarding learning environment. Key words: practicum, drama, collaboration, bullying Dans cet article, lâauteur explique comment un stage de trois semaines faisant appel Ă lâart dramatique a eu des rĂ©percussions positives sur lâapprentissage chez des Ă©tudiantsâmaĂźtres en stage et des Ă©lĂšves de 6e annĂ©e. Comme les idĂ©es et les Ă©motions sont continuellement en interaction dans lâenseignement et lâapprentissage basĂ©s sur lâart dramatique, lâauteur a Ă©tudiĂ© les apprentissages cognitifs et affectifs des participants au cours des trois semaines durant lesquelles sâest dĂ©roulĂ© un projet dâĂ©laboration collective dâune piĂšce de thĂ©Ăątre. Les rĂ©ponses enregistrĂ©es des participants indiquent que le recours Ă ce processus pour traiter de questions de justice sociale a crĂ©Ă© un environnement propice Ă lâapprentissage. Mots clĂ©s : stage, art dramatique, collaboration, intimidation
Performing Research: Contemplating what it means to be a man
Sharing research in performative modes opens new possibilities for meaning making. This article offers a monologue that explores my experience of working on a theatre project with military veterans. The impact of working on the creative process with veterans inspired this performed piece, and provided an opportunity to contemplate what it means to be a âmanâ in todayâs society. The article first situates performed research within current arts-based literature prior to sharing the creative piece, which is at the heart of this offering. The piece then concludes with how performed research opens the possibility for different forms of engagement and reflecion for audiences
Performing Academic Spaces: An Ethnodramatic Exploration of Drama Curriculum Design in Teacher Education
New perspectives in teacher education call for ways to decentre our practices and reflect on the ideological discourses that frame approaches to teacher preparation. As a group of newly hired professors asking how best to prepare drama teachers, we realize that our life journeys as artists and educators situate our teaching in particular ways. In this piece we shared the results of a collaborative process of self-reflection. The performative approach allowed intersections, social complexities and multiple ideologies between us to become sites for devising and mapping teacher preparation in drama.
Résumé
Les nouvelles perspectives de formation Ă lâenseignement ouvrent des voies Ă nos pratiques et sont le reflet dâun discours idĂ©ologique structurant les approches des Ă©tudiants. En tant que professeurs nouvellement engagĂ©s Ă lâuniversitĂ©, nous nous interrogeons sur les meilleures façons dâenseigner. Dans le texte qui suit, nous Ă©changeons sur le rĂ©sultat dâun processus de collaboration et dâauto-rĂ©flexion. Lâapproche performative nous permet dâĂ©changer sur nos idĂ©ologies devenant un lieu de division et dâarticulation Ă la formation de futurs enseignants en art dramatique
Drama in L2 learning: A research synthesis
This article closely examines research literature from the last two decades that focuses on the use of drama in L2 learning and teaching. L2 (second language) is used as an umbrella term that refers to any language learned in addition to oneâs first language. The authors review on-line teaching resources, position papers, scholarly articles and existing research findings on the impact of implementing drama in L2 learning that were published in English. This review of literature suggests that despite a wide-spread pedagogical interest and scholarly conviction in the possibilities of educational drama in creating a more contextually-situated, engaging, multi-modal, and empowering L2 learning experience, there is still little empirical evidence concerning what is actually taking place in L2 classrooms and how students perceive and react to their learning experiences when drama is introduced. More systematic, long-term research studies are needed to deepen our understanding of the impact of using drama in L2 classrooms on a range of aspects of teaching and learning
Exploring drama as an additional language through research-based theatre
This article explores the social, cultural, and emotional learning that occurred when drama was used with a group of native English speakers and English Language Learners (ELL) to build community. These learners consisted of university Drama in Education students who led a group of elementary students in an after-school drama program in Vancouver, Canada. University of British Columbia (UBC) researchers investigated the potential that drama has to build community with learners from multiple backgrounds and ages. The researchers also examined the potential that theatre methods have to analyze and represent findings discovered within the research data. In reflecting upon the learning that supported the community building, three themes were identified within the data: process and product, negotiation and conflict, and the building of community. ELL Program Leaders' journals were used as data to explore the Program Leadersâ perspectives of how the drama program influenced their language acquisition skills and cultural understanding. As the data were analyzed, the researchers transformed recurring themes and significant findings into a dramatic text. This text, created and performed by the researchers at multiple conferences, is integrated into the article. Reflections from the researchers are also shared, along with insights gained while developing and presenting their research-based theatre piece. This article explores the social, cultural, and emotional learning that occurred when drama was used with a group of native English speakers and English Language Learners (ELL) to build community. These learners consisted of university Drama in Education students who led a group of elementary students in an after-school drama program in Vancouver, Canada. University of British Columbia (UBC) researchers investigated the potential that drama has to build community with learners from multiple backgrounds and ages. The researchers also examined the potential that theatre methods have to analyze and represent findings discovered within the research data. In reflecting upon the learning that supported the community building, three themes were identified within the data: process and product, negotiation and conflict, and the building of community. ELL Program Leaders' journals were used as data to explore the Program Leadersâ perspectives of how the drama program influenced their language acquisition skills and cultural understanding. As the data were analyzed, the researchers transformed recurring themes and significant findings into a dramatic text. This text, created and performed by the researchers at multiple conferences, is integrated into the article. Reflections from the researchers are also shared, along with insights gained while developing and presenting their research-based theatre piece
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