Bryer, Theo;
(2024)
Drama-in-English: the significance of role.
Education in the North
, 31
(2)
pp. 31-43.
10.26203/hy9g-jc58.
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Abstract
This article explores how Dorothy Heathcote’s approach to role can inform learning in English. It is founded on a conception of drama and role-play that is closely aligned with Heathcote’s understanding of the possibilities of careful attention to sign and to the nuances of an assumption or suggestion of role that maybe realised in a variety of forms, appropriate to classroom constraints. It references a small- scale case study that drew on the stimulus of Heathcote’s role conventions to teach literary texts in English classrooms and considers the possibilities of media production in underlining the generative trajectory of the sign through live embodiment to recorded dramatic interaction.
| Type: | Article |
|---|---|
| Title: | Drama-in-English: the significance of role |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.26203/hy9g-jc58 |
| Publisher version: | https://doi.org/10.26203/hy9g-jc58 |
| Language: | English |
| Additional information: | This is an open-access article distributed under the terms of the Creative Commons Attribution-Noncommercial License (https://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial use, distribution, and reproduction in any medium, provided the original author and source are credited. |
| Keywords: | Case study, drama conventions, media production, role, sign |
| 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/10200756 |
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