Research in drama education
November 25, 07:00 -11:00 gmt: payment facilities will be unavailable on taylor & francis online during this period due to scheduled ation: research in drama ch in drama 1356-9783 (print); issn 1470-112x (online).
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Publication her: routledge, part of the taylor & francis 2, 2 april 1, 2 january 4, 2 october 3, 3 july 2, 3 april 1, 2 january 4, 2 october 3, 3 july 2, 3 april 1, 2 january 4, 1 november 3, 1 august 1, 1 february 4, 1 november 3, 1 august 1, 1 february 1, february 4, november 3, august 1, february 3, november 1, february 1, february 3, november 1, number 1/february 3, november 2, september 2, 1 september 1, 1 march 2, 1 september 1, 1 march 2, 1 september 1, 1 february in this subject:Information for ibe to this a connect is not responsible for the content or availability of external e new issue for recent a connect l open access l subscribed a connect website makes use of cookies so as to keep track of data that you have filled applied theatre and drama education engage with new intermedial themed issue of ride invites contributions from practitioners in the field of applied theatre and drama education that reflect upon the opportunities and challenges of the ever-increasing mutability of the dramatic form in contemporary cultures across the world.
It builds upon the recent themed issue: innovation, technology and converging practices in drama education and applied theatre (volume 17, issue 4 2012) in its recognition of technology’s influence in this domain, whilst seeking to consider the multiple confluences of media that are occurring at a local, national and transnational level; informing and destabilising many of the conventions of dramatic themed issue of ride, entitled responding to intermediality, therefore calls for contributions that reflect on how applied theatre and drama education have responded or may respond to these new intermedial and intermodal challenges.
Proposals are particularly welcomed from practitioners in theatre and performance and drama educators who have utilised intermedial practices in applied and educational settings, and have experiences and observations from a diverse range of discourses that reflect the geographical and cultural breadth of this must be mindful however, that when referring to such hybrid practice, we do not assume that it is either ubiquitous or uniform across all locations or cultures.
Different contexts offer specific possibilities and tensions dependant on artistic and educational traditions, access to technology, socio-economic liberties or constraints, gender specific issues, alongside a multiplicity of other factors.
1966: 1) there is now, arguably, a constant hybridisation of the dramatic medium, fusing together new intermedial forms using live disciplines such as dance and circus skills, but also visual arts and digital practices ranging from film and screen-based practices, through to telematic, virtual and augmented reality applications.
2006, 2009) have considered the potential of technology within the drama classroom to reveal new modes of learning, although their focus was more specifically on technology as a tool within education, rather than the wider consideration of intermedial pedagogy.
However, the field is developing so rapidly that only parts of this territory have been explored to date with limited examples of how drama pedagogy has responded or may respond in the butions to this themed issue may be represented in a wide variety of formats, to capture and reflect the extent of practices.
Culturally specific opportunities and tensions arise when conventional drama strategies are encroached upon by other media influences in form and/or content?
May drama teaching and learning be defined, articulated or argued for in the face of such hybridity?
New york: palgrave proposals, questions and suggestions to: mcrossley@ and @als: 1st april drafts: 1st september media responses: november and december copy: 1st february ation: may : the journal of applied theatre and performance is a refereed journal aimed at those who are interested in applying performance practices to cultural engagement, educational innovation and social change.
It provides an international forum for research into drama and theatre conducted in community, educational, developmental and therapeutic contexts.
The journal offers a dissemination of completed research and research in progress, and through its points and practices section it encourages debate between researchers both on its published articles and on other matters.
Contributions are drawn from a range of people involved in drama and theatre from around the world.
It aims to bring the fruits of the best researchers to an international readership and to further debates in the rich and diverse field of educational drama and applied research articles in this journal undergo rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.
All reviewers are internationally recognized in their field, and the editorial board of research in drama education aims to support scholars from many different parts of the up-to-date with routledge e research in drama education: the journal of applied theatre and hed by up-to-date with the latest ibe to the journal's rss out more on taylor & francis online:Instructions for taylor & francis & francis online provides access to, and information about, all journals from taylor & francis and routledge.
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