Literaturnachweis - Detailanzeige
Autor/inn/en | Hatton, Christine; Nicholls, Jennifer |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |