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Author Edmiston, Brian
Source CiteSeerX
Content type Text
File Format PDF
Language English
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Imagined World ♦ Imagined Situation ♦ Extent Frame ♦ Imagined Experience ♦ Term Role ♦ Educational Us ♦ Student Position ♦ Process Drama ♦ Everyday Life ♦ Participant Role ♦ Everyday World ♦ Educational Purpose
Description The terms ‘role’, and to a lesser extent ‘frame’, are ubiquitous in the literature on the use of drama for educational purposes that has been described as ‘process drama’. In this article I show the significance of additionally considering how teacher and students ‘position ’ one another when they use drama. I favour the phrase ‘using drama ’ over ‘doing drama ’ when stressing the educational uses of drama. Teacher and students are not immersed in an imagined world that is separated from the everyday world but rather they interpret their imagined experiences for meaning to connect with their everyday lives and thereby develop more understand- ing about a facet of life. Discussion of role and frame in the literature tends to be restricted to each participant’s role and frame in an imagined situation. This article stresses that we must remember to pay attention to role, frame, and position in both the everyday world of the classroom as well as in any imagined world that
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study
Learning Resource Type Article
Publisher Date 2003-01-01
Publisher Institution Research in Drama Education