Written by drama practitioners and theorists, this book critically investigates the long and complex shared history of drama, theatre, and education, formal and informal. The broad sweep takes in key figures and their influence on drama education practice.
'Here's a knocking indeed!' says the Porter in Shakespeare's Scottish play (Act II, Scene 3) and immediately puts himself into role in order to deal with the demands of such an early call after a late night of drinking and carousal: 'If a man were porter of hell-gate...'. But what roles does the porter of curriculum-gate take on in order to deal with drama's persistent demands for entry? Ah, that depends upon the temperature of the times. We, who have been knocking for what seems to be a very long time, know well that when evaluation and measurement criteriaare demanded as evidence of drama's ef cacy, an examiner stands as gatekeeper. When the educational landscape is in danger of overcrowding, we meet a territorial governor. And how often has the courtesan turned out to be only a tease because the arts are, for a brief moment, in the spotlight for their abilities to foster out-of-the-box thinkers? In this text, we meet these 'commissionaires' and many more. The gatekeeping roles and what they represent are so familiar that they have become cliches to us. We know them by their arguments, ripostes, dismissals, their brief encouragement and lack of follow-up. And we know that behind each one (however rmly they think they keep the keys) is a nancial and political master whose power controls the curriculum building and everything in it.
by John O'Toole Part One - Background and context Chapter One - Strange bedfellows: drama and education
by John O'Toole Chapter Two - Curriculum: the house that Jack built
by John O'Toole and Madonna Stinson Part Two - Theories and practices Chapter Three - Drama and language
by John O'Toole and Madonna Stinson Chapter Four - Drama for development and expression
by John O'Toole Chapter Five - Drama as pedagogy
by John O'Toole Chapter Six - Civil wars
by John O'Toole Chapter Seven - The three pillars of art
by John O'Toole Part Three - Drama in action in contemporary curriculum Chapter Eight - Doorway politics: cracking an education system
by John O'Toole and Madonna Stinson Chapter Nine - Drama as macro-curriculum: peeking behind the closed doors of drama syllabus development
by Madonna Stinson Chapter Ten - The History Centre: a micro-curriculum
by Tiina Moore Chapter Eleven - Pasts, present and futures: which door next?
by John O'Toole and Madonna Stinson
The only one to provide a global view of the development of drama curriculum
The only text that links the fields of drama, curriculum, drama and language learning, and applied theatre
Teases out comprehensively and authoritatively the significant influences and constraints in the history of drama and schooling
Provides important case studies of 1) systemic curriculum development; 2) the enacted curriculum
Analyses thoroughly the internecine connections and resolves the key battles and conflicts within the field