Demystifying process drama: exploring the why, what, and how
Author(s)
Dunn, Julie
Griffith University Author(s)
Year published
2016
Metadata
Show full item recordAbstract
Process drama is a highly engaging participatory form that is capable of generating rich opportunities for learning. This is especially the case when the drama experiences are built upon pretexts that are aesthetically charged and when the work itself is structured and facilitated by educators with a deep understanding of its true nature. However, in spite of a strong research base that supports its value both in the drama classroom and beyond, a number of myths relating to its use and value appear to be limiting its application. In addition, while many drama teachers make use of the strategies associated with process drama, ...
View more >Process drama is a highly engaging participatory form that is capable of generating rich opportunities for learning. This is especially the case when the drama experiences are built upon pretexts that are aesthetically charged and when the work itself is structured and facilitated by educators with a deep understanding of its true nature. However, in spite of a strong research base that supports its value both in the drama classroom and beyond, a number of myths relating to its use and value appear to be limiting its application. In addition, while many drama teachers make use of the strategies associated with process drama, far fewer offer their learners opportunities to engage in the cohesive and sequenced experiences that this form requires. These myths and misunderstandings are explored within this keynote, while examples drawn from three different learning contexts are used to demystify this important form and provide greater clarity around its nature, purpose, application and value.
View less >
View more >Process drama is a highly engaging participatory form that is capable of generating rich opportunities for learning. This is especially the case when the drama experiences are built upon pretexts that are aesthetically charged and when the work itself is structured and facilitated by educators with a deep understanding of its true nature. However, in spite of a strong research base that supports its value both in the drama classroom and beyond, a number of myths relating to its use and value appear to be limiting its application. In addition, while many drama teachers make use of the strategies associated with process drama, far fewer offer their learners opportunities to engage in the cohesive and sequenced experiences that this form requires. These myths and misunderstandings are explored within this keynote, while examples drawn from three different learning contexts are used to demystify this important form and provide greater clarity around its nature, purpose, application and value.
View less >
Journal Title
NJ: Drama Australia Journal
Volume
40
Issue
2
Subject
Curriculum and pedagogy
Specialist studies in education
Creative and professional writing
Arts & Humanities
Theater
Process drama
pretexts
planning and facilitation