Drama for Schools and Beyond: Transformative Learning Through the Arts. Este artículo no está disponible.Drama for Schools and Beyond: Transformative Learning Through the Arts

Transformative Professional Learning in Arts Integration invites educators and artists to name and centre 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.

Kathryn Dawson is assistant professor in the Department of Theater and Dance at the University of Texas at Austin and serves as director of the Drama for Schools program. 

Daniel A. Kelin II is director of drama education at the Honolulu Theater for Youth and teaching artist on the national roster of the John F. Kennedy Center for the Performing Arts. 

Beth Link is an assistant professor in the Department of Arts Administration, Education and Policy at The Ohio State University. Her research applies critical theory to visual art curriculum, enactment and teacher-identity formation to understand the complex ways teachers bridge the difference and tell stories through the arts. She received a doctorate in curriculum and instruction specializing in cultural studies at the University of Texas at Austin and has teaching experience in schools, communities and museums and facilitates professional development for K-12 teachers across the globe.

Contact: Department of Arts Administration, Education and Policy, The Ohio State University, 1813 North High Street, Sullivant Hall, Ste 231, Columbus, OH 43210, USA.