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Drama education and its necessary disruptions


Hunter, MA, Drama education and its necessary disruptions, NJ: Drama Australia Journal, 40, (2) pp. 141-145. ISSN 1445-2294 (2017) [Contribution to Refereed Journal]

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DOI: doi:10.1080/14452294.2016.1276675


In twenty-first century schooling in Australia, the coherence of curriculum is both a blessing and a curse. Teachers now have the hard-won and delicious license to bring forth (sing forth!) the arts in a mandated place in Australian education. Yet tensions still exist for the mindful arts educator. How do we enable the arts to do what they do best in the hands of children and young people for instance, humanise, politicise and disrupt while at the same time ensure the learning is measurable, accountable and, dare we say, containable? This is the tension of our educational era that could actually open up new pathways to school reform and offer fresh ways to view the importance of learning in life, especially for those currently disenfranchised by school systems that seek primarily to measure and contain. Drawing inspiration from the quiet disruptions of visual artists in Tasmanian schools, this presentation invites you to question how the arts more broadly and drama specifically can contribute to necessary disruptions in schooling life.

Item Details

Item Type:Contribution to Refereed Journal
Keywords:Drama educaiton, arts education, educational reform, teacher practice, artists-in-residence, educational philosophy, disruption
Research Division:Education
Research Group:Other education
Research Field:Other education not elsewhere classified
Objective Division:Culture and Society
Objective Group:Arts
Objective Field:The performing arts
UTAS Author:Hunter, MA (Dr Mary Ann Hunter)
ID Code:114241
Year Published:2017
Deposited By:Education
Deposited On:2017-02-09
Last Modified:2017-03-15

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