180 pages, 10 × 6.75 × 0.68 in
December 5, 2006
The following ISBNs are associated with this title:
ISBN - 10: 1858563224
ISBN - 13: 9781858563220
Table of Contents
Foreword-Gavin Bolton; Prologue-Cecily O'Neill; Introduction; Episode One: Finding Form; 1) Drama in Education; 2) Process Drama; 3) Working from Within: Teacher and the Group as Artists in the Process; 4) Drama and the Web of Form; Episode Two: Guidelines for Structuring Drama; 5) Imagined Worlds in Theatre and Drama; 6) Transforming Texts: Intelligences in Action; 7) Dialogue and Drama; Episode Three: Perspectives on Drama; 8) Artists and Models; 9) Theory and Research in Drama; 10) Alienation and Empowerment; Epilogue. The Cecily O'Neill Archive.
From the Publisher
Cecily O'Neill has had a formative impact on the evolution of the creative and dynamic mode of teaching called process drama. Process drama characterizes work powered by transformatory outcomes that bring together the worlds of drama education and theatre practice.
Dorothy Heathcote and Gavin Bolton were perceived as the pioneers of a new and radical form of educational praxis but it was O'Neill who made that praxis accessible to educators worldwide. Her work on structuring classroom drama, her writings on pretext and process drama, her studies on the imagination, multicultural education, and dramatic form have been influential throughout North America, Europe and Australasia. This book is a compilation of the formative articles of O'Neill along with significant commentaries from leaders in the field. It is informed by her work but it is not simply about her.
The book explores central questions about designing, implementing and evaluating process drama: What is the critical knowledge in process drama? How can educators structure satisfying learning experiences that promote spontaneous encounters? And what are the theoretical principles in dramatic art that guide innovative teaching through process drama? The answers to these questions make this book immensely valuable to drama practitioners and teacher trainers worldwide.
About the Author
Cris Warner is Assistant Professor in the School of Teaching and Learning, Ohio State University.