David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Journal of Moral Education 34 (3):309-323 (2005)
Theatre in Education is a recognized form for exploring ethical issues in schools. Although the relationship between functional, didactic objectives and theatre artistry is recognized as complex and difficult, there has been little analytical work to elucidate its nature. This article takes the form of a case study intended to illuminate this tension by analysing a play that toured recently in secondary schools in Birmingham, UK. It concentrates on two aspects of this particular performance: its transgressive elements ? the way in which it played with the boundaries of institutionalised values ? and the features of its narrative that tended, in Eco's term, towards an aesthetic of openness. Rather than attempting to offer a clear?cut theory, this article examines how these essentially theatrical elements of the performance meshed with the play's ethical agenda. I conclude that, despite the risks of transgressive play, it was the playful and open aspects of the enacted narrative that energized the students' moral engagement and subsequent reflection, and suggest that this has implications for moral pedagogy beyond the field of theatre
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
No references found.
Citations of this work BETA
No citations found.
Similar books and articles
Joe Winston (1999). Theorising Drama as Moral Education. Journal of Moral Education 28 (4):459-471.
Leslie A. Howe (2011). Convention, Audience, and Narrative: Which Play is the Thing? Journal of the Philosophy of Sport 38 (2):135-148.
Andrea Peghinelli (2012). Theatre Translation as Collaboration: A Case in Point in British Contemporary Drama. Journal for Communication and Culture 2 (1):20-30.
Laura Day (2002). 'Putting Yourself in Other People's Shoes': The Use of Forum Theatre to Explore Refugee and Homeless Issues in Schools. Journal of Moral Education 31 (1):21-34.
Jeanne Klein (2005). From Children's Perspectives: A Model of Aesthetic Processing in Theatre. Journal of Aesthetic Education 39 (4):40-57.
TonyJune 12- Jackson (forthcoming). The Dialogic and the Aesthetic: Some Reflections on Theatre as a Learning Medium. Journal of Aesthetic Education 39 (4):104-118.
Nellie McCaslin (2005). Seeking the Aesthetic in Creative Drama and Theatre for Young Audiences. Journal of Aesthetic Education 39 (4):12-19.
Katherine Thomson-Jones (2012). Art, Ethics, and Critical Pluralism. Metaphilosophy 43 (3):275-293.
Shifra Schonmann (2005). "Master" Versus "Servant": Contradictions in Drama and Theatre Education. Journal of Aesthetic Education 39 (4):31-39.
Alistair Martin-Smith (2005). Setting the Stage for a Dialogue: Aesthetics in Drama and Theatre Education. Journal of Aesthetic Education 39 (4):3-11.
Laura Cull (2012). Theatres of Immanence: Deleuze and the Ethics of Performance. Palgrave Macmillan.
Jonathan Levy (2005). Reflections on How the Theatre Teaches. Journal of Aesthetic Education 39 (4):20-30.
Daniel Koczy (2012). A Crystal-Theatre: Automation and Crystalline Description in the Theatre of Samuel Beckett. Deleuze Studies 6 (4):614-627.
Added to index2010-09-02
Total downloads17 ( #137,243 of 1,696,342 )
Recent downloads (6 months)1 ( #333,740 of 1,696,342 )
How can I increase my downloads?