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Full Description
Using the drama classroom to shape an active, student-centred space and foster a new perspective for understanding the dramatherapeutic change-process, this book explores the processes that underpin the ways young people negotiate and perform their identities as ethical people.
Arguing for the retention of process-based exploratory drama on the curriculum, chapters critique the impact of neoliberalism and managerialism on the development of young people's ethics and values. Using concepts such as aesthetic distance, encoding, the role of audience and witness, and the contrast between individual, multi, and group roles, to enable students to develop as thinking, reflecting people, the book argues that dramatherapy should not be limited to clinical settings, disconnected from classrooms and the pedagogical contributions that it can make. By absorbing dramatherapy into the broader field of education, an expanded understanding of the concept of the managed classroom space can be gained, based on an understanding of the multiple embodied psychosocial relational processes at play in the drama classroom.
This innately multidisciplinary book will be of use to scholars, researchers, and postgraduate students studying drama education, dramatherapy, and curriculum studies more broadly. Drama teachers and educators will also find this volume of use.
Contents
Chapter 1: Introduction
Chapter 2: Resisting the Neoliberal Binary
Chapter 3: The Situated Mindbody: Embodied Psychosocial Relationality
Chapter 4: Bridging the Theory/Practice Divide: What Is Actually Going On Inside the Classroom and How Do We Know?
Chapter 5: Group Drama: Trust the Process
Chapter 6: Functional-, Fictional-, and Relational-Roles
Chapter 7: The Choices I Make as Teacher
Chapter 8: Conclusions: Negotiating Change in the Overlaps and the Spaces In-between
