'If This Was Real … ': Researching Student Meaning Making in a Digital Rolling Role Drama

Autor/inn/en	Hatton, Christine; Nicholls, Jennifer
Titel	'If This Was Real … ': Researching Student Meaning Making in a Digital Rolling Role Drama
Quelle	In: Ethnography and Education, 13 (2018) 3, S.377-395 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745 -7823
DOI	10.1080/17457823.2018.1441040
Schlagwörter	Drama; Case Studies; Aesthetics; Creativity; Focus Groups; Student Surveys; Urban Schools; Secondary School Students; Foreign Countries; Sustainability; Teaching Methods; Environmental Education; Information Technology; Ethnography; International Cooperation; Mixed Methods Research; Teacher Student Relationship; Secondary School Teachers; Interviews; Australia + Suchen Sie Ihr Suchwort? Schauspiel; Case study; Fallstudie; Case Study; Ästhetik; Kreativität; Schülerbefragung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sekundarschüler; Ausland; Nachhaltigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Umweltbildung; Umwelterziehung; Umweltpädagogik; Informationstechnologie; Ethnografie; Internationale Kooperation; Internationale Zusammenarbeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Interviewing; Interviewtechnik; Australien
Abstract	This article explores the interplay of the 'live' experience of drama learning in the classroom and curated digital content on learner meaning making, collaborative creation and subjectivities. It examines a case study conducted in an inner-city secondary school in Sydney, Australia, as part of a larger innovative international collaborative drama exercise entitled 'The Water Reckoning Project' (http://www.water-reckoning.net) which focussed on sustainability education. Data collected and analysed included ethnographic observations, video documentation and digital curation of students' creative work, focus groups, and pre- and post-surveys. Findings of this study reveal the importance of the aesthetically charged, embodied experience of drama as the key driver of learning when integrating drama with digital technologies. This unique project enabled students to critically and creatively engage with significant real and fictional contexts, as well as issues of local and global relevance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01