東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Embodied aesthetics in drama educati...

DeCoursey, Matthew.

Linked to FindBook

Google Book

Amazon

博客來

Embodied aesthetics in drama education = theatre, literature and philosophy /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Embodied aesthetics in drama education/ Matthew DeCoursey.
Reminder of title:	theatre, literature and philosophy /
Author:	DeCoursey, Matthew.
Published:	London :Bloomsbury Academic, : 2018.,
Description:	1 online resource (x, 204 p.)
[NT 15003449]:	Introduction -- 1. Aesthetics, Ethics and Education: Dewey and Rancière -- 2. Aesthetic Experience and Learning -- 3. Drama Education and Emancipation -- 4. Drama Education and Curricular Learning -- 5. The Aesthetic as Intrinsic Motivation -- 6. Double Noesis, Metaxis and Learning -- 7. Dramatic Tension -- Conclusion -- Works cited
Subject:	Theater - Philosophy and aesthetics. -
Online resource:	https://doi.org/10.5040/9781350026742?locatt=label:secondary_bloomsburyCollections
ISBN:	9781350026742 (ebk.)

Embodied aesthetics in drama education = theatre, literature and philosophy /
DeCoursey, Matthew.

Embodied aesthetics in drama educationtheatre, literature and philosophy /[electronic resource] :Matthew DeCoursey. - London :Bloomsbury Academic,2018. - 1 online resource (x, 204 p.)

Includes bibliographical references and index.

Introduction -- 1. Aesthetics, Ethics and Education: Dewey and Rancière -- 2. Aesthetic Experience and Learning -- 3. Drama Education and Emancipation -- 4. Drama Education and Curricular Learning -- 5. The Aesthetic as Intrinsic Motivation -- 6. Double Noesis, Metaxis and Learning -- 7. Dramatic Tension -- Conclusion -- Works cited

"If it is a good thing to use drama for education, there must be something specific about drama that makes it good for the purpose. It has power of some kind: it makes things meaningful that would otherwise be meaningless, or things memorable that would otherwise be forgettable. Or perhaps it enables independent thought in an area that would otherwise become mere rote learning. Many practitioners believe that drama has the power to develop learner autonomy, or even to give learners power over their lives. In the last twenty years, a widespread view has developed that this 'something' that creates the benefit of drama is 'aesthetics'. There are many views of aesthetics, but what unites them is the special significance that art has for our lives. This book is about the relation between aesthetics and education in the use of drama. Within it, philosophy appears as the essential connecting discipline between the practice of arts-based education and our advancing knowledge of the interrelations of cognition, emotion, and embodiment. Matthew DeCoursey argues that the power of dramatic art is to be found in its bodily, emotional nature. Drawing on recent work in the aesthetics of theatre, he shows that much of the power of theatre can be attributed to a specific range of ideas and techniques, notably including double meaning-making, aesthetic focus and dramatic tension. Finally, the author relates different forms of drama education to different educational results, holding that the conventional improvised forms are neither superior nor inferior to scripted theatre, but merely serve different purposes. Among those educational results discussed are the emancipation sought both by Rancir̈e and by many practitioners of applied theatre, but also curricular areas, including language education."--Bloomsbury Publishing.

ISBN: 9781350026742 (ebk.)Subjects--Topical Terms:

3510316
Theater
--Philosophy and aesthetics.

LC Class. No.: PN2075 / .D43 2018

Dewey Class. No.: 792.02807

Embodied aesthetics in drama education = theatre, literature and philosophy /
LDR:03020nmm a2200253 a 4500 001 2246714
003 UtOrBLW
005 19991013104631.0
006 m o d
007 cr cn
008 211227s2018 enk ob 001 0 eng d
020 $a 9781350026742 (ebk.)
020 $a 9781350026711 (hbk.)
035 $a (OCoLC)1100662072
035 $a 1101012070
040 $a UtOrBLW $b eng $c UtOrBLW $d UkLoBP $e pn
050 0 0 $a PN2075 $b .D43 2018
082 0 0 $a 792.02807 $2 23
100 1 $a DeCoursey, Matthew. $3 3510315
245 1 0 $a Embodied aesthetics in drama education $h [electronic resource] : $b theatre, literature and philosophy / $c Matthew DeCoursey.
260 $a London : $b Bloomsbury Academic, $c 2018.
300 $a 1 online resource (x, 204 p.)
504 $a Includes bibliographical references and index.
505 0 $a Introduction -- 1. Aesthetics, Ethics and Education: Dewey and Rancière -- 2. Aesthetic Experience and Learning -- 3. Drama Education and Emancipation -- 4. Drama Education and Curricular Learning -- 5. The Aesthetic as Intrinsic Motivation -- 6. Double Noesis, Metaxis and Learning -- 7. Dramatic Tension -- Conclusion -- Works cited
520 $a "If it is a good thing to use drama for education, there must be something specific about drama that makes it good for the purpose. It has power of some kind: it makes things meaningful that would otherwise be meaningless, or things memorable that would otherwise be forgettable. Or perhaps it enables independent thought in an area that would otherwise become mere rote learning. Many practitioners believe that drama has the power to develop learner autonomy, or even to give learners power over their lives. In the last twenty years, a widespread view has developed that this 'something' that creates the benefit of drama is 'aesthetics'. There are many views of aesthetics, but what unites them is the special significance that art has for our lives. This book is about the relation between aesthetics and education in the use of drama. Within it, philosophy appears as the essential connecting discipline between the practice of arts-based education and our advancing knowledge of the interrelations of cognition, emotion, and embodiment. Matthew DeCoursey argues that the power of dramatic art is to be found in its bodily, emotional nature. Drawing on recent work in the aesthetics of theatre, he shows that much of the power of theatre can be attributed to a specific range of ideas and techniques, notably including double meaning-making, aesthetic focus and dramatic tension. Finally, the author relates different forms of drama education to different educational results, holding that the conventional improvised forms are neither superior nor inferior to scripted theatre, but merely serve different purposes. Among those educational results discussed are the emancipation sought both by Rancir̈e and by many practitioners of applied theatre, but also curricular areas, including language education."--Bloomsbury Publishing.
650 0 $a Theater $x Philosophy and aesthetics. $3 3510316
650 0 $a Theater $x Study and teaching. $3 625717
856 4 0 $u https://doi.org/10.5040/9781350026742?locatt=label:secondary_bloomsburyCollections