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Playwriting drama: playwriting through drama in the English literature classroom
Abstract
In this study, I examine through the reflective practitioner research method, my belief that structured drama activities, which I name “playwriting drama,” can effectively support secondary school students in their playwriting efforts. I argue that playwriting drama is best integrated into the English Literature classroom so as to facilitate first-hand experiences of the literary arts, which, in my opinion, must mean something more than the critical reading of literary texts. This is especially true when dealing with dramatic writing in particular, as such writing has a dual nature as something to be read as well as embodied in performance. A play cannot simply be understood as words on a page – it must be imagined in the three dimensions of a theatre space. Moreover, when students are permitted to speak artistically through playwriting, they develop a sense of personal voice through which they may articulate their own unique perspectives on the world that they inhabit. Personal voices in playwriting are best pursued via drama, because drama develops students’ instincts for the dramatic medium. At the same time, it provides a safe environment in which to take risks and experiment with the playwriting process. Hence, playwriting drama can empower students and allow educators to pursue the Freirean ideal of a problem-posing education.
Date Issued
2012
Call Number
PN3171 Miz
Date Submitted
2012