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In Memory of Dorothy Heathcote, MBE (29 August 1926 to 8 October 2011)
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Saxton, Juliana; Miller, Carole – Research in Drama Education, 2012
In this article, the authors aim to provide a multifaceted lens on to Dorothy Heathcote's enormous influence on the field of drama education. They choose to order the reminiscences historically, focusing on Heathcote's consistency of passion and purpose. The anecdotes, lesson descriptions, and reminiscences capture her voice, her energy, and her…
Descriptors: Drama, Theater Arts, Profiles, Women Faculty
Unfolding the Cosmos or Divining "What's up?"
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Saxton, Juliana – Research in Drama Education, 2010
This short paper considers the question: what of the future of drama in education? It suggests that perhaps, because we are artists, the future is already in play. If that is so, then we need to address those questions of value, advocacy and marginalisation more rigorously while, at the same time, addressing the impact of technology on empathic…
Descriptors: Drama, Educational Trends, Futures (of Society), Curriculum
"A Complicated Tangle of Circumstances"
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Miller, Carole; Saxton, Juliana – Research in Drama Education, 2009
The post-modern curriculum, drawing on chaos and complexity theory, recognises the realities of a world in flux and posits that the teacher and the class are always teetering "in the midst" of chaos, "not linked by chains of causality but [by] layers of meaning, recursive dynamics, non-linear effects and chance" (Osberg 2008,…
Descriptors: Theater Arts, Drama, Figurative Language, Postmodernism
"Sophisticated Pedagogical Underpinnings"? A Response to Roper and Davis's "Howard Gardner: Knowledge, Learning and Development in Drama and Arts Education" (RIDE, 5[2]).
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Saxton, Juliana; Miller, Carole – Research in Drama Education, 2001
Responds to an article in the previous issue of this journal discussing Howard Gardner's work and its relation to drama education. Suggests that when Gardner's multiple intelligences theory is applied in teaching, differences are valued and communities are strengthened. Concludes that Gardner's theory helps to validate the practice and place of…
Descriptors: Curriculum Development, Drama, Educational Research, Higher Education
Enriching Language through Drama.
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Morgan, Norah; Saxton, Juliana – Language Arts, 1988
Points out that if students are to learn to negotiate meaning, they must have opportunities to use a balanced combination of informational, expressive, and interactional language. Describes three teaching strategies which are important in nurturing a range of language in the drama classroom: questioning, reflecting, and teacher in role. (ARH)
Descriptors: Drama, Language Role, Learning Strategies, Questioning Techniques
Expression and Meaning: The Two Frames of Dramatic Experiencing.
Morgan, Norah; Saxton, Juliana – 1984
The full power of drama as both a teaching and learning medium can be realized only when the inner world of meaning is harnessed to the outer world of expressive action. The teacher has available a number of techniques that can involve the students in the vital interaction of both frames. To involve the students in the expressive frame, the…
Descriptors: Characterization, Classification, Cognitive Processes, Creative Expression