Bryer, Theo;
(2024)
The inclusive dimensions and interpretive possibilities of working in role.
Research in Drama Education: The Journal of Applied Theatre and Performance
10.1080/13569783.2023.2299370.
(In press).
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Abstract
This article considers the opportunities for learning and inclusive dimensions of role-play based on the reading and interpretation of a canonical text, drawing on a case study involving student-teachers. This exploration of role and learning through drama builds on the foundational work of Bolton and Heathcote. Focusing on students’ particular purposes, motivations, and the resources that inform their diverse engagements in drama involves a detailed reflection on the possibilities that role-play offers to support learning in classroom contexts. These findings have implications for a pedagogical approach to teaching texts through drama.
| Type: | Article |
|---|---|
| Title: | The inclusive dimensions and interpretive possibilities of working in role |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/13569783.2023.2299370 |
| Publisher version: | http://dx.doi.org/10.1080/13569783.2023.2299370 |
| Language: | English |
| Additional information: | © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/). |
| Keywords: | Drama, enactment, frame, role, role-play |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10187839 |
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