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Transformative Professional Learning in Arts Integration invites educators and artists to name and center dilemma, discovery, and learning at the core of their collaborative efforts to improve the learning culture of classrooms through the arts. A dilemma comes in many forms.
Personal and programmatic dilemmas are often the result of a rupture between personal belief and the requirements of a system. The rupture - or dilemma - seeds a desire for something new, something better. However, as Queensland Aboriginal activists remind us, we must address our own bias and power in relationship to those we presume to support: "If you have come to help me, you are wasting your time; but if you are here because your liberation is bound up with mine, then let us work together.” This text, therefore, shares the stories of individuals working towards collective educational improvement and change.
It is a story of failure and possibility, about individuals “bound up with” with each other, harnessing the power of the arts, in the common effort to make education more just and equitable for all.
Drama for Schools and Beyond: Transformative Learning Through the Arts, tells the story of twenty years of research and practice grounded in the Drama for Schools (DFS) professional development learning model based at The University of Texas at Austin, USA.
This book offers a critical look at the evolution of Drama for Schools through the learnings of its leaders and participants. It also gathers stories from partners across the globe who have adapted and built upon this model at their own sites. It is a primer for how to centre teacher and student inquiry and learning at the core of educational improvement. It is an invitation for teachers, administrators, and researchers to address their own bias and power in relation to those they aim to support.
Throughout, the authors show that by integrating the arts across education, new networks of possibility can be grown, to create a more just and equitable education for all.
"This book offers teachers, teaching artists, students, and school administrators with exemplary approaches to meaningfully integrate the arts in learning environments. Through global case studies the authors vividly demonstrate how and why the arts can be a powerful vehicle to address social issues to generate positive change. Grounded in current arts education literature and thinking, the book centers on empowering youth and teachers to engage in critical conversations through creative and purposeful means."
List of Figures
Foreword
Melisa Cahnmann-Taylor
Acknowledgments
Authors’ Note
Introduction
PART I: DRAMA FOR SCHOOLS
- What is Drama for Schools?
- Planting Seeds, Establishing Roots: Drama for Schools Alaska
Kathryn Dawson
- Transformative Professional Learning in Arts Integration
PART II: THREE STORIES OF TRANSFORMATION IN TEXAS
Part II: Introduction
- Systems Change Transformation Story (Where)
Stephanie Cawthon and Kathryn Dawson
- Constructivism Transformation Story (How)
Kathryn Dawson and Stephanie Cawthon
- Social Justice Transformation Story (Why)
Beth Link, Lara Dossett, and Kathryn Dawson
Conclusion
PART III: TEACHERS TRANSFORMING EDUCATION FROM WITHIN
Part III: Introduction
- Teachers as Researchers
It’s not about knowing
Lauren Smith
DBP in the collegiate foreign language classroom: From first encounter to online improv
Devon Donohue-Bergeler
You have all the tools you need: How DBP can strengthen and reframe participatory action research
Ally Tufenkjian
- Teachers as Artists
Dialogue across difference: Global conversations on teacher identity and the ethics of care
Beth Link and Bindi MacGill
Disrupting hegemonic classroom culture with autobiographical playbuilding
Sarah Coleman
Teaching artists: The heART of creative body-based learning
Kerrin Rowlands and Eliza Lovell
- Teachers as Collaborators
Collaborative pedagogy: Rethinking STEM teaching with drama-based practices
Khristian Mendez Aguirre and Jen Moon
Teacher professional learning through DBP in Bosnia and Herzegovina
Alma Žero, Milica Jošić-Milinović, and Kate Proietti
Learning when to bend the rules
Bridget Kiger Lee and Brian C. Fahey
- Teachers as Agents of Change
Drama-based pedagogy: Radical acts of hope through the arts
Tamara Goldbogen
Re-imagining pre-service theatre education through DBP
Joshua Rashon Streeter
Inspiring student engagement in Adelaide, South Australia: Teacher-led action research approaches
Robyne Garrett and Joss Rankin
New educational perspectives through play
Noah Martin
Learning Forward
PART IV: TRANSFORMATIVE COALITIONS OF STUDENTS AND TEACHERS
Part IV: Introduction
- The Student Learning Community in South Australia
- The Student Teacher Learning Community in Texas
Learning Forward
Epilogue
Appendices
Appendix A Case Author Biographies
Appendix B Further Reading About Drama for Schools and Beyond
Appendix C Drama for Schools Partners
References
Index