ERIC Number: EJ1453272
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-9783
EISSN: EISSN-1470-112X
Entangled Worlds: The Becoming of Interpretive Spaces in Pupils' Engagement with Literature through Process Drama
Research in Drama Education, v29 n4 p635-653 2024
This article explores the potential for engaging 7 and 8-year-old school pupils in performative literature interpretation through process drama. Inspired by new materialism and affect theory, we focus on how literature interpretations come into being in dramatic fiction, and on how these becoming interpretations merge with the classroom. The study explores interpretive spaces as entangled worlds in mutual engagement of pupils, teachers, and researchers in interpretation through process drama. The study establishes a theoretical framework in pointing out ways in which process drama performances contribute to engage the youngest school pupils in literature interpretation and present social problems.
Descriptors: Foreign Countries, Young Children, Grade 1, Grade 2, Drama Education, Creative Activities, Imagination, Perspective Taking, Literature Appreciation, Reader Response, Reader Text Relationship, Teaching Methods, Learner Engagement
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Primary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A