Dialogicality in teaching process drama : three narratives, three frameworks
Viirret, T. L. (2018). Dialogicality in teaching process drama : three narratives, three frameworks. NJ Drama Australia Journal, 42 (1), 51-61. doi:10.1080/14452294.2018.1482728
Published inNJ Drama Australia Journal
Embargoed until: 2019-12-07Request copy from author
© 2018 Drama Australia.
This case study explores dialogicality in teaching process drama through the narratives and practices of three experienced drama teachers of the Open University. Dialogue is understood here in the context of ‘I-Thou’ attitude and as the phenomenon of heteroglossia. The analyses of the videotaped reflective interviews with the teachers and process dramas revealed a polyphonic picture of dialogicality in the teaching process, in which juxtapositions of communion and alterity are favoured. These findings may help drama teachers to become more conscious about the challenges and possibilities of generating a fluid and energised dialogicality in process drama.
PublisherTaylor & Francis
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