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020 |a9781402093708|9978-1-4020-9370-8
024 7 |a10.1007/978-1-4020-9370-8|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aNX280-410
072 7|aJNU|2bicssc
072 7|aA|2bicssc
072 7|aEDU029050|2bisacsh
072 7|aJNU|2thema
072 7|aA|2thema
082 04|a700.71|223
090 |aDK/12804
100 1 |aO'Toole, John.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aDrama and Curriculum|h[electronic resource] :|bA Giant at the Door /|cby John O'Toole, Madonna Stinson, Tiina Moore.
250 |a1st ed. 2009.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2009.
300 |aXVI, 222 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aLandscapes: the Arts, Aesthetics, and Education,|x2214-0069 ;|v6
505 0 |aBackground and Context -- Strange Bedfellows: Drama and Education -- Curriculum: The House that Jack Built -- Theories and Practices -- Drama and Language -- Drama for Development and Expression -- Drama as Pedagogy -- Civil Wars -- The Three Pillars of Art -- Drama in Action in Contemporary Curriculum -- Doorway Politics: Cracking an Education System -- Drama as Macro-Curriculum: Peeking Behind the Closed Doors of Drama Syllabus Development -- The History Centre: A Micro-Curriculum -- Pasts, Present and Futures: Which Door Next?.
520 |aWritten by drama practitioners/theorists, this book critically investigates the long, complex and ambivalent shared history of drama (and theatre) and education, formal and informal. The broad sweep takes in key historical and contemporary figures and their influences on drama education practice, including the ‘speech and drama’ movement, drama- and theatre-in-education, drama therapy and psychodrama, and emergent forms such as Applied Theatre. In its journey through play in the early years to the play on the stage, the book identifies and explains drama’s four paradigms of purpose: for language, for development, as pedagogy and as art-form. It shows how these interweave in highly intricate ways to provide different kinds of learning for different contexts, and how they sometimes become tangled in practice and theory, in the constant efforts of drama and theatre practitioners to get drama established in the curriculum, and keep it there.
650 0|aArt|xStudy and teaching.
650 0|aEducation|xCurricula.
650 14|aCreativity and Arts Education.
650 24|aCurriculum Studies.
700 1 |aStinson, Madonna.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aMoore, Tiina.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402093692
776 08|iPrinted edition:|z9781402093968
776 08|iPrinted edition:|z9789048181131
830 0|aLandscapes: the Arts, Aesthetics, and Education,|x2214-0069 ;|v6
856 40|uhttps://doi.org/10.1007/978-1-4020-9370-8
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)