NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ904222
Record Type: Journal
Publication Date: 2010-Nov
Pages: 18
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1356-9783
The "Good Enough" Drama: Reinterpreting Constructivist Aesthetics and Epistemology in Drama Education
Rasmussen, Bjorn
Research in Drama Education, v15 n4 p529-546 Nov 2010
When we speak of quality in drama education, we apply different educational and aesthetic criteria. For example, improvised drama practices such as process drama, are closely associated to John Dewey's constructivist philosophy. What makes a drama qualitatively "good" within such a framework differs radically from criteria that are familiar in conflicting philosophies, such as empiricist epistemology and classicist aesthetics. Dewey offers a cultural theory that does not separate knowing in arts from knowing in education. This implies a link between constructivist epistemology and a corresponding aesthetic theory, which produces a specific set of qualitative criteria. By reporting from a case of drama teaching and research, I examine how constructivist thinking affects the aesthetic, education and research in ways of structure and approach, design and aims. Experiential forms of drama are valued as potential models for constructivist education and a corresponding aesthetics. From the perspective of the agent, the aesthetic experience results from an interactive media process, and this is also educational.
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: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway