PERF200 Lecture Notes - Lecture 1: Postmodern Theatre, Dorothy Heathcote, Devised Theatre
PERF200 Lecture Notes Friday 4th August 2017
Introducing Educational Drama
Considering Pedagogical spaces and emergent paradigms
- An evolution in the way drama is taught, negotiated, collaborated, planned and
experience in schools
- Does not only incorporate traditional theatre in terms of performance but offers:
o A ih faeok of daa ad theate fos that eak ith the otio of
the school play as the only approach to performance and drama experience.
o A refined understanding of forming (creating), presenting, responding (what
did I see that made it a good piece of theatre), through and about drama.
- The otios of deised, poess esus podut, ultiple oles, studet as atist,
itial pedagogy ae ipotat.
- Devised theatre grew from socio-politial oeets patiulaly i the 97s …
o Socio consciousness
o Representational forms deconstructed
▪ Looking at a play was not enough. Needs to be questioned.
o Linear narrative in traditional theatre rejected
- Mainstream traditional theatre
o Organised
o Limited individual expression
o Attentive and compliant audiences
VERSUS
- Devised theatre
o creation of original works
o collaboration
o creative technologies
o other expressive forms
o collective play creation
o multiple perspectives
o multimodal
o intertextuality
o multiple performance spaces
- I the 97s it as uestioed ho is daa taught ad ho a e ake it
ette?
- Moeet agaist the taditioal akig odel
o Ask questions
- Dot at leaig fo opliae
- Student need to be empowered and liberated, shedding light and critiquing the
grand narratives that underpin our societies
- 1980s saw the emergence of critical pedagogy in the academy, the dissemination of
ideas by scholars
o Henry Giroux, Stanley Aronwitz and Peter McLaren
o Knowledge only emerges through invention and re-invention, though
invention and re-invetnion, though the restless, impatient, continuing,
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
An evolution in the way drama is taught, negotiated, collaborated, planned and experience in schools. The (cid:374)otio(cid:374)s of (cid:858)de(cid:448)ised(cid:859), (cid:858)p(cid:396)o(cid:272)ess (cid:448)e(cid:396)sus p(cid:396)odu(cid:272)t(cid:859), (cid:858)(cid:373)ultiple (cid:396)oles(cid:859), (cid:858)stude(cid:374)t as a(cid:396)tist(cid:859), (cid:858)(cid:272)(cid:396)iti(cid:272)al pedagogy(cid:859) a(cid:396)e i(cid:373)po(cid:396)ta(cid:374)t. Devised theatre grew from socio-politi(cid:272)al (cid:373)o(cid:448)e(cid:373)e(cid:374)ts pa(cid:396)ti(cid:272)ula(cid:396)ly i(cid:374) the (cid:1005)97(cid:1004)s : socio consciousness, representational forms deconstructed, looking at a play was not enough. Needs to be questioned: linear narrative in traditional theatre rejected. Mainstream traditional theatre: organised, limited individual expression, attentive and compliant audiences. Devised theatre: creation of original works, collaboration, creative technologies, other expressive forms, collective play creation, multiple perspectives, multimodal intertextuality, multiple performance spaces. I(cid:374) the (cid:1005)97(cid:1004)s it (cid:449)as (cid:395)uestio(cid:374)ed (cid:858)ho(cid:449) is d(cid:396)a(cid:373)a taught a(cid:374)d ho(cid:449) (cid:272)a(cid:374) (cid:449)e (cid:373)ake it (cid:271)ette(cid:396)? (cid:859) Mo(cid:448)e(cid:373)e(cid:374)t agai(cid:374)st the t(cid:396)aditio(cid:374)al (cid:858)(cid:271)a(cid:374)ki(cid:374)g (cid:373)odel(cid:859: ask questions. Student need to be empowered and liberated, shedding light and critiquing the grand narratives that underpin our societies. Provide a platform for multiple roles and multiple perspectives.
