Harvard Educational Review
  1. Spring 2013 Issue »

    Drama in Education to Shape the Critical Capacities of Young People

    “Why should they stay? This is our land. We were born here!”

    The year is 2004. We are at a town meeting in a rural village in Cambridgeshire, England, debating whether or not a group of travelers who have pitched up in a field at the edge of the settlement should be allowed to remain. The debate is coming to a climax, and a final decision is being coaxed out by the chair of the local council committee. However, the debating parties are comprised of about thirty children aged thirteen and fourteen, and the village hall is a makeshift array of black stage blocks and plastic chairs presided over by my drama teacher. And it’s only a few minutes until the lunch bell rings.

    The outcome seemed to be a foregone conclusion, and mob mentality soon took over. The travelers had to go. I agreed. Most of the group did, too.

    This is an excerpt from Expanding Our Vision for the Arts in Education.

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    Sean Abbs is a final-year undergraduate in drama education embarking on teacher training in the secondary age range. His interests are in educational drama to promote democracy, engagement, and personal and social development. He is also interested in drama as an art form in its own right and the wider role of the arts in education in allowing young people the opportunity for play and creativity. He has led workshops in schools, worked in further education, and facilitated drama in informal educational settings. Prior to teaching, Sean trained in acting with the National Youth Theatre of Great Britain and worked with a number of fringe theater companies performing in a range of work touring and at festivals.
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    Spring 2013 Issue


    Foreword: Exploding Parameters and an Expanded Embrace
    A Proposal for the Arts in Education in the Twenty-First Century
    Editors’ Introduction
    Expanding Our Vision for the Arts in Education
    Edward P. Clapp and Laura A. Edwards
    Expanding Our “Frames” of Mind for Education and the Arts
    Expanding Our Vision of Museum Education and Perception
    An Analysis of Three Case Studies of Independent Blind Arts Learners
    Universal Design for Learning and the Arts
    Don Glass, Anne Meyer, and David H. Rose
    Comics Arts-Based Educational Research
    Why the Arts Don’t Do Anything
    Toward a New Vision for Cultural Production in Education
    Afterword: The Turning of the Leaves
    Expanding Our Vision for the Arts in Education

    Book Notes

    The Learner-Directed Classroom
    Diane B. Jaquith and Nan E. Hathaway (Editors)

    Critical Aesthetic Pedagogy
    Yolanda Medina

    Hip Hop Genius
    Sam Seidel

    Design and Thinking
    Mu-Ming Tsai (Director)

    Changing Lives
    Tricia Tunstall

    Art Education Beyond the Classroom
    Alice Wexler (Editor)

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