Transformative classroom drama practice: What is happening in New Zealand schools?

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dc.citation.issue1-2
dc.citation.volume2
dc.contributor.authorCody T
dc.date.available2015
dc.date.issued2015
dc.description.abstractThis article identifies four key aspects of the work of experienced drama teachers in New Zealand schools that contribute to “transformative” classroom practice: co-artistry, fostering criticality, building ensemble, and the use of lived experience and rich contexts. This exploration draws on doctoral research into the practice of six experienced drama teachers. The challenges and tensions for teachers who aspire to transformative drama practice which arise from the educational policy context in New Zealand are also considered.
dc.description.confidentialfalse
dc.identifierhttp://www.p-e-r-f-o-r-m-a-n-c-e.org/?p=2513
dc.identifier.citationp-e-r-f-o-r-m-a-n-c-e, 2015, 2 (1-2)
dc.identifier.elements-id289608
dc.identifier.harvestedMassey_Dark
dc.identifier.issn2426-3893
dc.publisherCNRS
dc.publisher.urihttp://www.p-e-r-f-o-r-m-a-n-c-e.org/?p=2513
dc.relation.isPartOfp-e-r-f-o-r-m-a-n-c-e
dc.relation.urihttp://www.p-e-r-f-o-r-m-a-n-c-e.org/?p=2513
dc.subjectClassroom drama, ensemble learning, drama teaching
dc.titleTransformative classroom drama practice: What is happening in New Zealand schools?
dc.typeJournal article
pubs.notesNot known
pubs.organisational-group/Massey University
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