Ideology, Practice and Evaluation: developing the effectiveness of Theatre in Education

Allen, Garth; Allen, Isobel; Dalrymple, Lynn

doi:10.1080/1356978990040103

Cited by 13 publications

(4 citation statements)

References 2 publications

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“…Considering the increasing pressure to evidence direct impact (Allen, Allen and Dalrymple, 1999), it is unsurprising that the systematic review method rose to prominence as the evidence-based policy and practice movement emerged in the 1990s (Dixon-Woods et al, 2006). According to the EPPI (Evidence for Policy and Practice) Centre (2010, p. 7), the aim of systematic reviews is "to produce a comprehensive and unbiased set of research relevant to the research question".…”

Section: What Is a Systematic Review?mentioning

confidence: 99%

The Performative Arts and Pedagogy Project – Towards the Development of an International Glossary

Woodhouse

2019

Scenario

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On the morning of 1st March 2019 a group of 22 people representing 5 different countries (Austria, Germany, Ireland, Switzerland, & the U.K.), gathered in the lively surroundings of the Creative Zone in Boole Library, University College Cork, with the express aim of developing a deeper understanding of the discipline-specific knowledge bases, ideas, and operational concepts associated with Performative Arts and Pedagogy. Through a range of working methods including discussion, group work, guest lecture and workshop the conference facilitated a systematic interdisciplinary and intercultural exchange working towards an increased awareness of (culture-)specific concepts and associated terminologies. Over the course of the 2 days these activities led to an heightened appreciation of variants, differences and similarities and paved the way towards the development of transcultural performative practices. This conference is a result of a number of meetings, initiated by the Bundesarbeitsgemeinschaft Spiel & Theater e.V., which took place in Berlin focusing on the need to engage with historical, current and future developments in the broad area of ‘Performative Arts and Pedagogy’. Also a panel discussion entitled ‘What Exactly is an Apple Pie?’ as part of the 4th Scenario Forum Symposium ‘Towards a Teaching, Learning, and Research Culture’ further highlighted the range ...

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Section: What Is a Systematic Review?mentioning

confidence: 99%

The Performative Arts and Pedagogy Project – Towards the Development of an International Glossary

Woodhouse

2019

Scenario

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“…The shift away from the traditional 'one-way traffic' models of education, rooted in positivist notions of epistemology, has been accompanied by the increased development of participatory models of education, constructivist theories of learning and a belief in the importance of 'experiential learning (Kolb, 1985); likewise, aesthetic theories and the growth of interest in reception studies, that emphasise the readers' and audiences' roles in making meaning (Jackson, 2007), have all helped to create a more receptive climate for participatory theatre. There is more robust evidence for the impact of participatory drama at the level of the individual (Allen, Allen, & Dalrymple, 1999;Etherton & Prentki, 2006;Jackson & Kidd, 2008). The latter notion explicitly drives forum theatre and other Boalian techniques, and constitutes a proactive attempt to create theatre that works directly to promote social change.…”

Section: Why Participation?mentioning

confidence: 99%

Participatory Forms of Educational Theatre

Jackson

2011

Key Concepts in Theatre/Drama Education

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“…When compared to lectures and other passive learning techniques, active learning programs have demonstrated better efficacy in learning and content retention . Further, cognitive psychology suggests that people process only fragments of conceptual information (i.e, as might occur in passive learning) at any one time . Responding to the shortfalls of lecture-based learning, numerous educators advocate for active learning through hands-on, interdisciplinary, and artistic experiences where students “do” rather than “watch.” This study explores how well one such activity uses these pedagogies to communicate complex conceptual content.…”

Section: Introductionmentioning

confidence: 99%

Group Intelligence: An Active Learning Exploration of Diversity in Evolution

Parsons

Salaita²,

Hughes

et al. 2017

J. Chem. Educ.

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Group Intelligence is an active learning, inquiry-based activity that introduces prebiotic chemistry, emergent complexity, and diversity’s importance to adaptability across scales. Students explore the molecular emergence of order and function through theatrical exercises and games. Through 20 min of audio instruction and a discussion of roughly the same length, Group Intelligence teaches students about emergent function kinesthetically by guiding them through a series of increasingly complex and cooperative exercises analogous to molecular behaviors and interactions. The program was assessed in six classrooms at two schools; students completed surveys either before or after participating in the Group Intelligence activity. Those who completed the survey afterward correctly answered questions about diversity in living systems, molecular characteristics, and molecular assembly 13–26% more frequently than those who completed the survey before the activity. Through novel presentation and active engagement, Group Intelligence communicates content in NGS standards, making abstract ideas in modern science accessible.

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Ideology, Practice and Evaluation: developing the effectiveness of Theatre in Education

Cited by 13 publications

References 2 publications

The Performative Arts and Pedagogy Project – Towards the Development of an International Glossary

The Performative Arts and Pedagogy Project – Towards the Development of an International Glossary

Participatory Forms of Educational Theatre

Group Intelligence: An Active Learning Exploration of Diversity in Evolution

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