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In 2009, O'Toole led the writing of a study of the history and development of Australian drama in schools: Drama and Curriculum: The giant at the door; and also co-wrote (with Neryl Jeanneret and Chris Sinclair, and other colleagues) a teacher's handbook for teaching the arts in schools: Education in the Arts: teaching and learning in the ...
Theatre in Education: A professional team of trained and experienced actor-teachers prepares materials, projects, and experiments to be presented in schools. TIE programmes often involve more than one visit, are usually devised and researched by the team/teachers, and are for small groups of one or two classes of a specific age.
Rooted in the progressive education movement of the 1930s, Ward sought to educate the whole child, with the notion that, “the child could achieve an understanding of self and society.” [3] Ward’s method emphasizes storytelling that grows from nonverbal movement and pantomime, eventually becoming dialogue and characterization and ultimately an integrated drama.
Education in the performing arts is a key part of many primary and secondary education curricula and is also available as a specialisation at the tertiary level. [1] [citation needed] The performing arts, which include, but are not limited to dance, music and theatre, are key elements of culture and engage participants at a number of levels.
Drama is the specific mode of fiction represented in performance: a play, opera, mime, ballet, etc., performed in a theatre, or on radio or television. [1] Considered as a genre of poetry in general, the dramatic mode has been contrasted with the epic and the lyrical modes ever since Aristotle's Poetics (c. 335 BC)—the earliest work of dramatic theory.
Caldwell Cook saw the current schooling system to impede "true education". [1] He used drama to teach English, [2] building a room, called 'the Mummery', in his school based on an Elizabethan theatre, and students improvised plays based on dramatic literature. [3] This idea had been used and publicised by Harriet Finlay-Johnson. [4]
In America, this type of dramaturgy is sometimes known as Production Dramaturgy. [13] Institutional or production dramaturges may make files of materials about a play's history or social context, prepare program notes, lead post-production discussions, or write study guides for schools and groups.
Fuller directed plays at Longwood Gardens, taught playwriting at the New School for Social Research, [1] and wrote a history of drama [2] for students at the secondary-school level. His biography of Milton (1944) is enlivened by novelistic techniques which he justified, in an "Author's Note", by appealing to the example of other biographers ...