NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ856886
Record Type: Journal
Publication Date: 2009-May
Pages: 16
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-1356-9783
Drama Education in New Zealand: A Coming of Age? A Conceptualisation of the Development and Practice of Drama in the Curriculum as a Structured Improvisation, with New Zealand's Experience as a Case Study
Greenwood, Janinka
Research in Drama Education, v14 n2 p245-260 May 2009
I propose a conceptualisation of drama in school education as improvisation within a framework that has a number of fixed but changing structures. I examine how the "drama in schooling" practice of one country, New Zealand, might be seen as a group improvisation in which, through dramatic negotiation, participants evolve their goals, narrative and roles. Among a range of improvisational strategies, I explore how they deal with offers and blocks, tease out tension, engage with status and super-objectives, evolve dramatic symbols. In this discussion improvisation begins as a metaphor. However, following models in organisational management, the discussion hopes to contribute to "the emergent yet currently amorphous theory of organizational improvisation" (Kamoche, Cunha, and Cunha 2003), and particularly suggest ways in which such theorisations might be applied to examinations of educational practice. (Contains 1 note.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand