You can see my seating plan below. I have put a short description of why each person is invited (why they are relevant to my inquiry).
By doing this it has helped me to see who would be debating with each other. For example, Finlay Johnson and Cook don't see drama as a subject in itself. They see it as a tool for aiding other learning in the classroom. However, Cockett sees it as a subject in itself as he talks about formative assessment specifically in drama. What kind of questions would they be asking each other?
I have also noted that some of my sources are quite dated. It would be worth researching them now to see if they conducted any further research or if they inspired anyone else to write about this topic.
Landy and Montgomery's (2012) book Theatre for change has raised questions for me about how performing arts assessments are conducted in secondary schools that are performing arts academy's rather than mainstream schools. Such as Italia Conti or Knightswood in Glasgow.
I am starting to see where the debates are. I don't want to overload myself with sources at this point and in the next week after review the rest of the sources I have bookmarked I need to start bringing everything together and making sense of it in relation to my inquiry.
Hi Lisa,
ReplyDeleteThis looks like a great idea. I agree, don't overload yourself with sources, especially if you have good sources of literature already. I feel like I have read too much and I am now still working on focusing my inquiry again.
In terms as Drama as a subject or Drama as an approach to learning, this is an interesting one. I have been reading books to help me 'place' drama in the curriculum in today's education and it seems one of the current debates is whether drama should be used as a separate subject or in a cross-curricular approach to enhance engagement and learning.
Fleming (2012) argues that drama as an approach can be used to 'humanise' education and further learning outcomes, but runs the risk of becoming 'mechanical and restricted' when taught in this way. However, Fleming (2012) also questions whether teaching Drama as an independent subject 'runs the risk of embracing a traditional, separate conception of art that pays little heed to the social and cultural context' (p 68)
Where do you stand on this matter as a Drama practitioner? How would you comment on the 'dinner party discussion' between Finlay, Johnson and Cook and Cockett?
How is you inquiry going? You seem to be moving on quickly by your blog posts!
Jess.
Hi Jess,
DeleteI have been reflecting on this debate in my BAPP journal and I believe that drama serves a purpose as both an approach to helping students engage with other aspects of the curriculum and as a subject or art form in itself.
I think as a practitioner you need to be clear which approach you are facilitating. You have to prepare your lesson in a different way. I agree with Fleming that using drama as a approach can be restrictive because in that case I think the focus is not on showing students good technique as an actor but on them finding understanding of whatever they are learning about.
In regards to my inquiry I am certainly viewing drama and performing arts as a subject in itself otherwise why would we be assessing a students ability in this area. I must say though that until you get to secondary school there are really any formal assessments of performing arts. In primary schools drama is used as a tool or students experience it when preparing for a school play.
I think that Finlay Johnson and Cooks ideas can lay a basis for how drama has developed in education but their ideas are dated coming from almost 100 years ago. Societies relationship with the arts has changed drastically since then with acting becoming a much more competitive profession. Also more widely available to people after cinemas and television brought it more in to the forefront of our everyday entertainment.
Lisa x
*aren't any formal assessments
DeleteHi Lisa,
DeleteI think this is true that that societies relationship with the arts has a huge impact upon how they are perceived in education. I think this is even more significant in the current educational climate. I have to say that my observations in KS4 Drama lessons have surprised me and definitely given me lots to reflect upon in my Learning Journal for this module surrounding this topic.
I like how you are using the history of Drama in your Inquiry in order to understand the current topical debates.
How is your literature review coming along?
Jess.
I haven't formally written up my review. I have lots of notes that I now need to bring together hopefully this weekend. I am finding it difficult to know where to start. How did you go about starting yours?
DeleteLisa xx