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DRAMA AS A CRITICAL FORM OF PEDAGOGY.

DOYLE, CLARENCE P.

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DRAMA AS A CRITICAL FORM OF PEDAGOGY.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	DRAMA AS A CRITICAL FORM OF PEDAGOGY./
作者:	DOYLE, CLARENCE P.
面頁冊數:	143 p.
附註:	Source: Dissertation Abstracts International, Volume: 43-08, Section: A, page: 2643.
Contained By:	Dissertation Abstracts International43-08A.
標題:	Education, General. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8300766

DRAMA AS A CRITICAL FORM OF PEDAGOGY.
DOYLE, CLARENCE P.

DRAMA AS A CRITICAL FORM OF PEDAGOGY. - 143 p.

Source: Dissertation Abstracts International, Volume: 43-08, Section: A, page: 2643.

Thesis (Educat.D.)--Boston University School of Education, 1982.

The purpose of this study was to seek out the elements that point to a foundation for reconsidering and rethinking a theory of critical drama. To do this it was necessary to understand the contextual history, pedagogical uses and traditional models of drama education. It was further necessary to seek out alternative models of drama education in order to demonstrate the critical as well as emancipatory possibilities of drama within the process of education. In the final part of this study it was essential to search for elements in critical theory that could redeem drama from its present educational limitations. These elements were then pointed to a foundation for reconsidering and rethinking a critical theory of drama education.Subjects--Topical Terms:

1019158
Education, General.

DRAMA AS A CRITICAL FORM OF PEDAGOGY.
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245 1 0 $a DRAMA AS A CRITICAL FORM OF PEDAGOGY.
300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 43-08, Section: A, page: 2643.
502 $a Thesis (Educat.D.)--Boston University School of Education, 1982.
520 $a The purpose of this study was to seek out the elements that point to a foundation for reconsidering and rethinking a theory of critical drama. To do this it was necessary to understand the contextual history, pedagogical uses and traditional models of drama education. It was further necessary to seek out alternative models of drama education in order to demonstrate the critical as well as emancipatory possibilities of drama within the process of education. In the final part of this study it was essential to search for elements in critical theory that could redeem drama from its present educational limitations. These elements were then pointed to a foundation for reconsidering and rethinking a critical theory of drama education.
520 $a The review of the traditional models of drama education revealed the ambiguity in the field and demonstrated that such models were uniform in their refusal to articulate an interest in individual and social emancipatory action. This study critiqued these models and exposed them to the emancipatory tools of critical theory. This was done by drawing on the work of writers collected under the term Frankfurt School and by applying their notions of Critical Theory to drama education. The elements extracted from the Frankfurt School's Critical Theory were then used to establish a foundation which can be used for reconsidering and rethinking drama as a critical form of pedagogy.
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792 $a 1982
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