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Dramatic arts and the postmodern.

Farrell, John Michael.

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Dramatic arts and the postmodern.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Dramatic arts and the postmodern./
作者:	Farrell, John Michael.
面頁冊數:	345 p.
附註:	Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2780.
Contained By:	Dissertation Abstracts International60-08A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NQ41066
ISBN:	9780612410664

Dramatic arts and the postmodern.
Farrell, John Michael.

Dramatic arts and the postmodern. - 345 p.

Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2780.

Thesis (Ed.D.)--University of Toronto (Canada), 1999.

The focus of this paper is on the relation of postmodern thought to the practice of teaching drama, giving particular consideration to the work of Jean-Francois Lyotard, in The Postmodern Experience, and The Postmodern Explained, and the Philosophical Investigations of Ludwig Wittgenstein. An analysis of these, through commentary around supporting texts on postmodern curriculum, the avant garde, the theatre and writing as they relate to the drama curriculum and its practice, constitute the initial chapters.

ISBN: 9780612410664Subjects--Topical Terms:

1018115
Education, Language and Literature.

Dramatic arts and the postmodern.
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100 1 $a Farrell, John Michael. $3 1677980
245 1 0 $a Dramatic arts and the postmodern.
300 $a 345 p.
500 $a Source: Dissertation Abstracts International, Volume: 60-08, Section: A, page: 2780.
500 $a Adviser: David Booth.
502 $a Thesis (Ed.D.)--University of Toronto (Canada), 1999.
520 $a The focus of this paper is on the relation of postmodern thought to the practice of teaching drama, giving particular consideration to the work of Jean-Francois Lyotard, in The Postmodern Experience, and The Postmodern Explained, and the Philosophical Investigations of Ludwig Wittgenstein. An analysis of these, through commentary around supporting texts on postmodern curriculum, the avant garde, the theatre and writing as they relate to the drama curriculum and its practice, constitute the initial chapters.
520 $a Against this background, eight teachers of drama in the Ottawa-Carleton Board of Education were interviewed as a group and individually about their practice, and for evidence of an understanding of the effects of postmodernity. These teacher interviews took place in locations selected by the volunteers over a three month period in the spring of 1997. Each teacher has experience with classes of drama at the secondary level either in the classroom or in situations where adolescents are studying or practicing drama. They share a common background in that they all work for the same Board of Education. They share an uncommon background in that their Theatre experience is on the continuum from minimal to extensive and professional, and their training represents four different Colleges of Education. The approach is qualitative, consisting of the administration of a general informational questionnaire, followed by interviews. The latter were transcribed and analyzed with the assistance of NUD*ist, in terms of the teacher's statements regarding their practice of the teaching of Drama at the secondary level.
520 $a In the main these practitioners work in a system characterized by Flax as modern. They do not appear to be influenced in a specific way either by notions of ordinary language, language games, or postmodern theory and thought. I am left with questions regarding the nature of the status of curricular thought in the area of drama, both Dramatic Arts and Theatre Arts. There is an open question as to whether they have a particular statable position on their approach to curriculum in general and the drama curriculum in particular.
520 $a The areas of general, personal and curricular philosophy do not seem to receive much consideration at the teacher training level. With regard to teacher practice, it is necessary to reflect on the particular importance we place on beliefs about the nature of modern progressive thought and on how we might introduce, in a teacher training curriculum, emphasis on the variable nature of realities and language structures, after Lyotard and Wittgenstein. Drama by its nature is normatively located to help us, at once as students and practitioners, to examine the nature of the language world we construct around us through our observation, the ritual of enactment and "aspects of seeing." As reflected at least in the teaching of the arts, there are implications for instruction at Colleges of Education regarding an understanding of the nature of modern and postmodern thought.
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650 4 $a Theater. $3 522973
650 4 $a Education, Curriculum and Instruction. $3 576301
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