On the verge of change: New directions in secondary theatre education

Abstract

This article sheds light on changes in the nature and quality of secondary school theatre teachers’ embodied practices. Drawing from ten years of ethnographic research with over 200 secondary school theatre teachers, the article affords the reader an opportunity to eavesdrop on conversations and learn about holistic theatre education practices that place students at the centre of drama/theatre learning and teaching while considering the impact of diversity in language, ethnicity and culture, ability/disability, socio-economic status, spirituality, race and religion on these practices. Teachers’ authentic work in their classrooms and production spaces is rarely documented. Capturing teachers’ stories, insights, philosophies, practices and inspiration in their own voices and through observations in their classrooms and production spaces proved central to authentically identifying and representing teachers’ best practices. The teacher narratives and researcher notes included here reveal ways in which theatre education in the United States is transforming learning processes for the twenty-first century.

Teater Tubuh Media Pendidikan Manusia Penjaga Ekologi Berkelanjutan

“…Pendapat bahwa teater hanya membuat anak didik liar atau bebas berekspresi sehingga bertambah nakal, tidak beretika perlu dikaji dan terus dievaluasi metodenya. Cara berpikir tentang pendidikan teater perlu diubah dan perlu aksi mempertanyakan kembali, mengapa mendidik, siapa yang diajar, bagaimana cara mendidik sebagai tindakan reflektif diri mengkaji nilai, kebijakan, tujuan mendasar atau strategi baru dari kegagalan yang pernah dilakukan sebelumnya (Lazarus, 2012). Sebaliknya, teater sebagai media pendidikan dapat digunakan untuk menempa diri peserta didik, mandiri, kreatif, percaya diri, mampu bergotong royong, bekerjasama dan berempati pada saat berproeses maupun menghayati peran yang diberikan peserta didik.…”

El teatro como recurso para afrontar los retos de la adolescencia.

“…La literatura sobre el desarrollo positivo juvenil sugiere que el estudio de las interacciones sociales y de las actividades de ocio con los pares, amigos y otros grupos puede ayudar a entender mejor cómo se refuerzan los factores naturales de protección en la juventud de nuestros días. Hay muchas pruebas que demuestran que existe una estrecha relación entre el desarrollo de la juventud y las actividades extracurriculares en el ámbito del asesoramiento psicológico (Tonkins et al, 2005) y del teatro en la educación (Belliveau, 2005;Lazarus, 2012;Navarro, 2013).…”

The impact of theatrical experiences on young adults in Spain

“…Theatre scholars have particularly highlighted the positive impact dramatic forms have on participants for developmental factors such as overcoming shyness, developing self-knowledge and initiative, strengthening self-esteem, fostering creativity, and increasing verbal expression and communication. There are many studies that show that there is a close relationship between youth development and extracurricular activities (Tonkin et al 2005) and theatrical studies (Belliveau 2005;Lazarus 2012;Navarro 2013). But what do these young drama students truly perceive, believe and feel to be the benefits of theatrical studies?…”