Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Shakespeare, rehearsal approaches, and dramatic inquiry: Literacy education for life

Shakespeare, rehearsal approaches, and dramatic inquiry: Literacy education for life AbstractDrawing on data from a collaborative action research study of teaching Shakespeare’s King Lear conducted by a university professor and a classroom teacher in the teacher’s middle school classroom, this article analyses how rehearsal and inquiry approaches to drama pedagogy can be used to promote the type of authentic literacy learning long advocated by scholars. We argue for the use of two complementary dramatic dimensions of literacy teaching. An active, collaborative, ensemble‐based rehearsal approach, rooted in both dramatic play and dramatic performance, promotes engagement in, and meaning‐making about, the fictional world of a text. Equally, a dramatic inquiry‐based approach extends rehearsal approaches and creates a classroom community that supports the development of literacy social practices. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png English in Education Taylor & Francis

Shakespeare, rehearsal approaches, and dramatic inquiry: Literacy education for life

English in Education , Volume 45 (1): 16 – Mar 1, 2011

Shakespeare, rehearsal approaches, and dramatic inquiry: Literacy education for life

English in Education , Volume 45 (1): 16 – Mar 1, 2011

Abstract

AbstractDrawing on data from a collaborative action research study of teaching Shakespeare’s King Lear conducted by a university professor and a classroom teacher in the teacher’s middle school classroom, this article analyses how rehearsal and inquiry approaches to drama pedagogy can be used to promote the type of authentic literacy learning long advocated by scholars. We argue for the use of two complementary dramatic dimensions of literacy teaching. An active, collaborative, ensemble‐based rehearsal approach, rooted in both dramatic play and dramatic performance, promotes engagement in, and meaning‐making about, the fictional world of a text. Equally, a dramatic inquiry‐based approach extends rehearsal approaches and creates a classroom community that supports the development of literacy social practices.

Loading next page...
 
/lp/taylor-francis/shakespeare-rehearsal-approaches-and-dramatic-inquiry-literacy-8am0utKC1v

References (28)

Publisher
Taylor & Francis
Copyright
© 2011 The Authors. English in Education © 2011 National Association for the Teaching of English
ISSN
1754-8845
eISSN
0425-0494
DOI
10.1111/j.1754-8845.2010.01088.x
Publisher site
See Article on Publisher Site

Abstract

AbstractDrawing on data from a collaborative action research study of teaching Shakespeare’s King Lear conducted by a university professor and a classroom teacher in the teacher’s middle school classroom, this article analyses how rehearsal and inquiry approaches to drama pedagogy can be used to promote the type of authentic literacy learning long advocated by scholars. We argue for the use of two complementary dramatic dimensions of literacy teaching. An active, collaborative, ensemble‐based rehearsal approach, rooted in both dramatic play and dramatic performance, promotes engagement in, and meaning‐making about, the fictional world of a text. Equally, a dramatic inquiry‐based approach extends rehearsal approaches and creates a classroom community that supports the development of literacy social practices.

Journal

English in EducationTaylor & Francis

Published: Mar 1, 2011

Keywords: Drama; literacy learning; rehearsal approaches; ensemble; dramatic inquiry; mantle of the expert

There are no references for this article.