Drama for Schools and Beyond : Transformative Learning through the Arts

Dawson, Kathryn/ Link, Beth/ Cawthon, Stephanie W.

Intellect Books（2025/09発売）

• 製本 Paperback:紙装版/ペーパーバック版／ページ数 309 p.
• 言語 ENG
• 商品コード 9781835951880

Full Description

Transformative Professional Learning in Arts Integration invites educators and artists to name and center dilemma, discovery, and learning at the core of their collaborative efforts to improve the learning culture of classrooms through the arts. A dilemma comes in many forms.

Personal and programmatic dilemmas are often the result of a rupture between personal belief and the requirements of a system. The rupture - or dilemma - seeds a desire for something new, something better. However, as Queensland Aboriginal activists remind us, we must address our own bias and power in relationship to those we presume to support: "If you have come to help me, you are wasting your time; but if you are here because your liberation is bound up with mine, then let us work together." This text, therefore, shares the stories of individuals working towards collective educational improvement and change.

It is a story of failure and possibility, about individuals "bound up with" with each other, harnessing the power of the arts, in the common effort to make education more just and equitable for all.

Drama for Schools and Beyond: Transformative Learning Through the Arts, tells the story of twenty years of research and practice grounded in the Drama for Schools (DFS) professional development learning model based at The University of Texas at Austin, USA.

This book offers a critical look at the evolution of Drama for Schools through the learnings of its leaders and participants. It also gathers stories from partners across the globe who have adapted and built upon this model at their own sites. It is a primer for how to centre teacher and student inquiry and learning at the core of educational improvement. It is an invitation for teachers, administrators, and researchers to address their own bias and power in relation to those they aim to support.

Throughout, the authors show that by integrating the arts across education, new networks of possibility can be grown, to create a more just and equitable education for all.

Contents

List of Figures

Foreword

Melisa Cahnmann-Taylor

Acknowledgments

Authors' Note

Introduction

 

PART I: DRAMA FOR SCHOOLS

What is Drama for Schools?
Planting Seeds, Establishing Roots: Drama for Schools Alaska

Kathryn Dawson

Transformative Professional Learning in Arts Integration

 

PART II: THREE STORIES OF TRANSFORMATION IN TEXAS

Part II: Introduction

Systems Change Transformation Story (Where)

Stephanie Cawthon and Kathryn Dawson

Constructivism Transformation Story (How)

Kathryn Dawson and Stephanie Cawthon

Social Justice Transformation Story (Why)

Beth Link, Lara Dossett, and Kathryn Dawson

Conclusion

 

PART III: TEACHERS TRANSFORMING EDUCATION FROM WITHIN

Part III: Introduction

Teachers as Researchers

It's not about knowing

Lauren Smith

DBP in the collegiate foreign language classroom: From first encounter to online improv

Devon Donohue-Bergeler

You have all the tools you need: How DBP can strengthen and reframe participatory action research

Ally Tufenkjian

Teachers as Artists

Dialogue across difference: Global conversations on teacher identity and the ethics of care

Beth Link and Bindi MacGill

Disrupting hegemonic classroom culture with autobiographical playbuilding

Sarah Coleman

Teaching artists: The heART of creative body-based learning

Kerrin Rowlands and Eliza Lovell

Teachers as Collaborators

Collaborative pedagogy: Rethinking STEM teaching with drama-based practices

Khristian Mendez Aguirre and Jen Moon

Teacher professional learning through DBP in Bosnia and Herzegovina

Alma Žero, Milica Jošić-Milinović, and Kate Proietti

Learning when to bend the rules

Bridget Kiger Lee and Brian C. Fahey

Teachers as Agents of Change

Drama-based pedagogy: Radical acts of hope through the arts

Tamara Goldbogen

Re-imagining pre-service theatre education through DBP

Joshua Rashon Streeter

Inspiring student engagement in Adelaide, South Australia: Teacher-led action research approaches

Robyne Garrett and Joss Rankin

New educational perspectives through play

Noah Martin

Learning Forward

 

PART IV: TRANSFORMATIVE COALITIONS OF STUDENTS AND TEACHERS

Part IV: Introduction   

The Student Learning Community in South Australia
The Student Teacher Learning Community in Texas

Learning Forward

 

Epilogue 

Appendices

Appendix A Case Author Biographies

Appendix B Further Reading About Drama for Schools and Beyond

Appendix C Drama for Schools Partners

References

Index