A Teacher's Response to '"Where the Wild Things Are" -- An Insider's Experience of the Contemporary Classroom'

Autor/in	Hennessy, Laura
Titel	A Teacher's Response to '"Where the Wild Things Are" -- An Insider's Experience of the Contemporary Classroom'
Quelle	In: Research in Drama Education, 23 (2018) 4, S.613-616 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-9783
DOI	10.1080/13569783.2018.1494561
Schlagwörter	Stellungnahme; Drama; Teaching Methods; High School Students; Art Education; Educational Policy; Foreign Countries; Teacher Attitudes; Secondary School Teachers; Educational Change; United Kingdom + Suchen Sie Ihr Suchwort? Schauspiel; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Politics of education; Bildungspolitik; Ausland; Lehrerverhalten; Bildungsreform; Großbritannien
Abstract	In this piece of writing, I respond to Anon's reflections on her/his experiences of being taught Drama in a British high school, recently published in this journal (see Anon. 2017. '"Where the wild things are" -- an insider's experience of the contemporary drama classroom', RIDE: "The Journal of Applied Theatre and Performance", 22:2, 216-219). As a Drama teacher working in UK education for 13 years, I empathised with the teacher in Anon's account of the drama classroom. In order to provide a contextualisation of UK arts education that form the broader landscape of Anon's account, I reflect on the pressures of drama teaching in the contemporary classroom partly created by the UK government's marginalisation of arts subjects in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01