ERIC Number: ED480252
Record Type: Non-Journal
Publication Date: 2003-Feb
Reference Count: N/A
Who Owns the Glass Slipper? Transformation Ideology in Community Drama with Youth.
Community Drama with Youth is an as yet marginalized practice in the larger drama education field. Yet Community Drama with Youth, and other community youth arts, are fueling a burgeoning after-school youth arts movement. This paper considers federal policies which have shaped youth arts in the last several decades, and the ways in which these have constructed an ideological base out of which youth arts is practiced, researched, and theorized. According to the paper, the ways in which the arts community responds to the "barometer" effect, which depends on the political and economic climate, affects the ways in which youth arts are funded. The paper uses the metaphor of Cinderella as an opportunity to present some of the policies and ideologies that drive federal youth arts funding. It reads the metaphor of Cinderella as a story of transformation, where Cinderella, through magic and the glass slipper, transforms from lower class to upper class. The paper states that "transformation" is an ideology that has pervaded the ways in which the field of youth drama has constructed itself. It notes that from the Settlement House Movement use of drama to assimilate and Americanize marginal populations, to contemporary youth arts programs that seek to transform "at-risk" youth, transformation exists as a driving agenda. The paper concludes that, in this particular reading of the Cinderella metaphor, the one who held onto the glass slipper had the power--ideology and politics of the arts field need to be owned by the artists and practitioners. (Contains 26 references.) (NKA)
Descriptors: After School Programs, Elementary Secondary Education, Federal Government, Financial Support, Public Policy, Theater Arts, Youth Programs
For full text: http://theatre.asu.edu/symposium/Hager.doc.
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A