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Journal ArticleDOI

Three decade drama/theatre and (for/with/by/about) youth crowd-sourced timeline

TL;DR: In this article, the authors put the call out to YTJ readers, this rich array of enthousiastic events, patterns, or people have shaped the field or marked its milestones since Youth Theatre Journal's first issue in 1986.
Abstract: What events, patterns, or people have shaped the field or marked its milestones since Youth Theatre Journal’s (YTJ’s) first issue in 1986? We put the call out to YTJ readers, this rich array of ent...
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TL;DR: In this article, the authors explore how casting in youth-based applied theatre coincides with an important period of racial and ethnic identity development for adolescents and young adults, using theory from devel...
Abstract: This essay explores how casting in youth-based applied theatre coincides with an important period of racial and ethnic identity development for adolescents and young adults. Using theory from devel...

5 citations

01 Jan 2017
TL;DR: The second edition of Applied Theatre has built on this and kept true to its subtitle by adding two new chapters (one on story and storytelling, and the other on documentary theatre) as well as 17 new case studies.
Abstract: Applied Theatre: International Case Studies and Challenges for Practice, 2nd edition Monica Prendergast and Juliana Saxton, Eds. [Bristol: Intellect, 2016. 270 pp.]Edited by Monica Prendergast and Juliana Saxton, Applied Theatre is an introductory volume of international case studies in applied theatre. Including edited versions of over 30 case studies reprinted from a variety of journals and books, this text provides readers with a broad overview of different types of applied theatre. The first edition of Applied Theatre won the American Alliance for Theatre and Education's Distinguished Book Award in 2010, and the second edition has built on this and kept true to its subtitle by adding two new chapters (one on story and storytelling, and the other on documentary theatre) as well as 17 new case studies. The book is intended to be an introduction, so Prendergast and Saxton take a similar approach to other introductory works on applied theatre-like Tim Prentki and Sheila Preston's The Applied Theatre Reader-by dividing the book into four parts: "Theories, History, and Practices of Applied Theatre," "The Landscape of Applied Theatre," "The Locations of Applied Theatre," and "Challenges for Practice." Across the four parts, readers can expect to find chapters on ten different areas of applied theatre practice: popular theatre, documentary theatre, theatre in education, theatre of the oppressed (TO), theatre in health education, theatre for development, prison theatre, community-based theatre, museum theatre, and reminiscence theatre. This breadth facilitates Prendergast and Saxton's goal of assembling "the diversity of applied theatre practices," particularly for those who are "new to the field or seeking examples of experience" (p. xx). Each chapter begins with an introduction to the relevant area of applied theatre practice and concludes with practical activity and internet resource suggestions, useful for instructors and students alike.In Part 1, "Theories, History, and Practices of Applied Theatre," Prendergast and Saxton begin with a brief outline of what they mean by each of the aforementioned ten types of practice. There is also a short history of applied theatre, a practice they characterize as "inclusive" and "not carry[ing] any limited fixed agendas" (p. 6). Furthermore, the first chapter highlights a list of some essential threads of applied theatre, including a "focus on multiple perspectives" and "endings that remain open for questioning" (p. 11). The next chapter considers the role of the facilitator and scripting, with a brief consideration of the interaction between the two. It also offers four key areas for effective applied theatre, including participation, aesthetics, ethics/safety, and assessment. The interrelationship between these is at the heart of applied theatre, issues that Prendergast and Saxton return to in Part 4. Part 1 concludes with a chapter new to the 2016 edition that focuses on story and storytelling. Effective storytelling reflects challenges of engagement, shape, tension, voice, and gesture. Helpfully, the chapter on storytelling also considers some of the Part 2, "The Landscape of Applied Theatre," begins the examination of case studies that serves as the heart of this text. It features four forms of applied theatre: popular theatre, documentary theatre, theatre in education, and theatre of the oppressed. First, the chapter on what Prendergast and Saxton call popular theatre-also referred to as "grassroots theatre" that "draws on mythologies and folk tales" (p. 43)-considers it as spectacle in the UK, puppetry with at-risk indigenous youth in Australia, comic performance in Bangkok, and street theatre seeking to reduce mercury pollution among artisanal gold miners in Zimbabwe. Second, the chapter on documentary theatre-a practice that seeks "to inform audiences and to provoke community discussion or action on a wide range of issues" (p. 63)- draws examples from the post-colonial context of Angola, a fascinating project involving translators serving South Africa's Truth and Reconciliation Commission, a verbatim project with British mothers of sexually abused children, and testimonial theatre with asylum seekers in Australia. …

4 citations

01 Jan 2002

2 citations

References
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DOI
01 Jan 1996
TL;DR: The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches.
Abstract: THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec­ tions between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies. " The authors argue that the multiplicity of communications channels and increasing cultural and lin­ guistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how ne­ gotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment. If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. Literacy pedagogy is expected to play a particularly important role in ful­ filling this mission. Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation. Literacy pedagogy has traditionally meant teaching and learning

4,915 citations

Book
01 Jan 2003
TL;DR: The futures of literacy: modes, logics and affordances as mentioned in this paper have been studied in the context of the mode of writing and its relation to the future of reading as semiosis.
Abstract: 1. The futures of literacy: modes, logics and affordances 2. Preface 3. Going into a different world 4. Literacy and multimodality: a theoretical framework 5. What is literacy?: resources of the mode of writing 6. A social theory of text: genre 7. Multimodality, multimedia and genre 8. Meaning and frames: punctuations of semiosis 9. Reading as semiosis: interpreting the world and ordering the world 10. Some items for an agenda of further thinking

3,156 citations

Journal ArticleDOI
TL;DR: The authors used the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular.
Abstract: Lisa Delpit uses the debate over process-oriented versus skills-oriented writing instruction as the starting-off point to examine the "culture of power" that exists in society in general and in the educational environment in particular. She analyzes five complex rules of power that explicitly and implicitly influence the debate over meeting the educational needs of Black and poor students on all levels. Delpit concludes that teachers must teach all students the explicit and implicit rules of power as a first step toward a more just society. This article is an edited version of a speech presented at the Ninth Annual Ethnography in Education Research Forum, University of Pennsylvania, Philadelphia, Pennsylvania, February 5-6, 1988.

3,009 citations

Journal ArticleDOI

952 citations

01 Jan 2002
TL;DR: In this article, the authors present a compendium of studies of the academic and social effects of learning in the arts and the role of the arts in the development of children's reading skills.
Abstract: researchers and Deasy, Richard J., Ed. Critical Links: Learning in the Arts and Student Academic and Social Development. Arts Education Partnership, Washington, DC. Department of Education, Washington, DC.; National Endowment for the Arts (NFAH), Washington, DC. ISBN-1-884037-78-X 2 0 0 2 0 0 0 0 171p.; Contains small print and some light print. Color print on color backgrounds may not reproduce adequately. Arts Education Partnership, One Massachusetts Ave., NW, Suite 700, Washington, DC 20001-1431. Web site: http://www.aep-arts.org/. Collected Works General (020) MFOl/PC07 Plus Postage. Academic Achievement; *Art Activities; *Art Education; Classroom Techniques; *Educational Research; Elementary Secondary Education; *Fine Arts; Foreign Countries; *Social Development *Academic Development Plans; *Research Summaries; South Korea (Seoul ) DCA-97-16 Two purposes of this compendium are: (1) to recommend to funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and ( 2 ) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Danceu1 (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); ( 2 ) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Reproductions supplied by EDRS are the best that can be made fiom the original document. Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall) ) ; ( 3 ) l'Multi-Arts'l (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); ( 4 ) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)) . (BT) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Oflice 01 Educalional Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the Derson or organization originating it. 0 Minor changes have been made lo improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERl position or policy.

495 citations


"Three decade drama/theatre and (for..." refers background in this paper

  • ...The compendium, Critical Links (Deasy 2002), helped the field unify its examination of and calls for research-based practice to professionalize and disseminate our collected wisdom, for ourselves and for fields beyond our own....

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