Drama literacy: (In)definite articles
Learning in and through drama involves acts of shared imagination as students participate in collaborative, embodied, creative, thoughtful, empathetic and purposeful experiences. These experiences usually require participants to engage as [an]other, at once "not-me" and simultaneously not "not-me" (Woodson, 1999). This chapter discusses the literacies, developed through drama pedagogy involving acts of identification. The author considers the implications for learning in drama of, what Jonothan Neelands has termed, intra-aesthetic and para-aesthetic approaches (Neelands, 2004), whereby the focus modulates, shifts or blurs between orientations leaning, on the one hand, towards the primacy of artistic skill development and, on the other, the personal, social and cultural development of students. She draws on a number of contemporary authors who have considered the nature of drama literacy (cf. Burton, Neelands, O'Toole, Pascoe, Saxton & Miller, Winston and others), as well as recent discussion of the role of emotion in learning to frame an analysis of drama pedagogy. The chapter concludes with a proposed model of practice to support drama literacy development.
Literacy in the arts: Retheorising Learning and Teaching
Curriculum and Pedagogy not elsewhere classified