| Description |
1 online resource (350 pages) |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Table of Contents; List of figures; Notes on contributors; Acknowledgements; Introduction; The genesis of the current volume; What is TIE, and why does it still matter?; TIE and related areas of work; The present volume and organisation of chapters; Notes; Works cited; Part I: Identifying Theatre in Education; Introduction; 1. Education or theatre? The development of TIE in britain; Early developments: the first phase; The Arts Council; The second phase: the 1970s; The third phase: the 1980s -- crisis and change in a cool climate |
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The fourth phase: the 1990s to the present -- newthreats, new directions, new formsTIE -- education or theatre?; Notes; Works cited; Published TIE programmes referred to; 2. The Imagination in Action: TIE and its relationship to Drama in Education Today; DIE; TIE; TIE and DIE; The common feature; A significant distinction; Mode of engagement; Structure: teacher and actor-in-role; Purpose; Engagement with meaning; Notes; Works cited; 3. TIE and the Theatre of the Oppressed' Revisited; Foreword; Beginnings; First steps; Artistic and pedagogical demands; Learning, leading and developing |
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Critique and reassessmentComing full circle; A second look; Conclusion; Notes; Works Cited; Part II: Ways of Working; Introduction; 4. Theatre as education and a resource of hope: reflections on the devising of participatory theatre; Introduction; Examples of Practice in TIE; From TIE to Tfd: new conceptual frames of reference; The New Paradigm: a Closer Look; Conclusion; Notes; Works cited; 5. The Playwright in TIE; From full-time to freelance; The Journeyman Writer in TIE; A healthy relationship? TIE and the Personal, Social and Health Education curriculum |
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Theatre for education -- or entertainment?Voicing the voiceless: writing with, rather than writing for; Following the money without selling out; From the specific to the universal; Examining, defining and confirming the brief; Researching the field; Developing the scenario; Writing the first draft -- and rewriting the play; Works cited; 6. 'So are you really a theatre company then?': the challenges of acting in TIE; Conclusion; Notes; Works Cited; 7. The Performer in TIE; The site; The gap; The centre; Exploring the situation; Notes; Works Cited |
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8. Challenging facilitation: training facilitators for Theatre for Dialogue programmesTheatre for Dialogue: the programme; The facilitator; Training the actor-facilitator; Programme content; Interactive intent; Facilitator function; In closing; Notes; Works cited; 9. Regional theatres as learning resources; Early years theatre: the Birmingham Repertory Theatre ('The REP'); Engaging hard to reach communities: the New Vic, Newcastle under Lyme; Working with adults: the Royal Exchange Theatre, Manchester; Conclusion; Notes; Works cited; Part III: Global perspectives; Introduction |
| Summary |
In the two decades since the publication of the second edition, Learning Through Theatre has further established itself as an indispensable resource for scholars, practitioners and educators interested in the complex interrelations between teaching and learning, the performing arts, and society at large. Theatre in Education (TIE) has consistently been at the cutting edge of the ever-growing field of Applied Theatre; this comprehensively revised new edition makes an international case for why, and how, it will continue to shape ways in which the participatory arts contribute to the l |
| Notes |
10. Alternative politics of learning: the legacy of TIE in Australia |
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Print version record |
| Subject |
Drama in education.
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Drama in education
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| Form |
Electronic book
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| Author |
Vine, Chris
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| ISBN |
9781136300288 |
|
1136300287 |
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