The school drama partnership : Beyond an artist-in-residence program

Book chapter


Ewing, Robyn Ann and Saunders, John Nicholas. (2019). The school drama partnership : Beyond an artist-in-residence program. In In Finneran, Michael and Anderson, Michael (Ed.). Education and theatres : Beyond the four walls pp. 149-163 Springer. https://doi.org/10.1007/978-3-030-22223-9_10
AuthorsEwing, Robyn Ann and Saunders, John Nicholas
EditorsFinneran, Michael and Anderson, Michael
Abstract

Research documenting the effectiveness of educational or process drama as critical, quality pedagogy particularly in enhancing English and literacy (e.g., Winner, Goldstein, & Vincent-Lancrin, 2013; Saunders, 2015; Ewing 2010b; Ewing, Simons with Campbell & Hertzberg, 2004; Miller Saxton, 2004, 2016; Baldwin & Fleming, 2003) has not impacted in many Australian primary classrooms. Further, Australian teachers report feeling pressured to concentrate on the more technical aspects of the teaching of literacy (and numeracy) as measured in increasingly high stakes tests. It is within this educational context that the School DramaTM program was conceived initially in 2008 and developed over the last decade. This chapter first focuses on the relationship developed between a leading Australian theatre company, Sydney Theatre Company (STC) and the University of Sydney’s Faculty of Education and Social Work (FESW) in order to use one artform, drama, as a lens to interrogate another, contemporary literary texts for children, to enhance literacy learning in its deepest sense. It pays particular attention to the role of the teaching artists in the program and their work with participating primary teachers. The outcomes of the project, from their perspectives and the development of what we have described as a collaborative zone of proximal development (Vygotsky 1978; Ewing, 2015; Moll, Whitmore, 1993) are then discussed. The final act explores some of the outcomes and implications for the ongoing sustainability of the program.

Keywordsdrama; pedagogy; literature and literacy; co-mentoring teacher professional learning; role of teaching artists; collaborative zone of proximal development
Page range149-163
Year2019
Book titleEducation and theatres : Beyond the four walls
PublisherSpringer
Place of publicationCham, Switzerland
SeriesLandscapes : The arts, aesthetics, and education ; volume 27
ISBN9783030222215
9783030222239
ISSN1573-4528
2214-0069
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-030-22223-9_10
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online26 Sep 2019
Print2019
Publication process dates
Deposited06 Oct 2023
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