Literaturnachweis - Detailanzeige
| Autor/inn/en | Pettengill, Richard; Abt-Perkins, Dawn; Buckley, Shannon; Babcock, Katherine |
|---|---|
| Titel | Teaching Difficult Dramatic Texts: A Collaborative Inquiry Using Dramaturgy |
| Quelle | In: English Journal, 99 (2010) 3, S.64-69 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-8274 |
| Schlagwörter | Writing (Composition); Drama; Theaters; Audiences; English Curriculum; College School Cooperation; High School Students; Undergraduate Students; Partnerships in Education; Oral Interpretation; Illinois; United States |
| Abstract | Dramaturgy, a tradition in European theater since the late 18th century, has in the last 30 years become firmly established in the United States. The dramaturg functions in the theatrical production process as a kind of literary and historical consultant to the director, designers, and actors. Although dramaturgs provide information to audiences through program notes, newsletter articles, lobby panels, etc., they tend not to explain a particular director's interpretation; most often they provide the primary documents that helped to inspire the collective interpretation of the artistic team. From a dramaturgical point of view, interpretation is not just in the mind of the academic or the reader, and the interpretive view of the artist is not the "correct" view. Interpretation in the theater is played out live onstage for an audience of people who are the ultimate interpreters of a production. In this article, a high school teacher collaborates with three local college colleagues to expose her students to the interpretive processes of dramaturgy. (ERIC). |
| Anmerkungen | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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