By Shifra Schonmann (auth.), Shifra Schonmann (eds.)
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Additional info for Key Concepts in Theatre/Drama Education
Indeed, the teacher who provides these opportunities may never be aware of the play that this material generates, for some children may choose the privacy of their own homes to become a “cocoon” for play (Sobel, 1993), with the permissions needed to make their play more public being unavailable. The next step for the teacher who is keen to support play, might be to create a shared understanding of the roles, situations, tasks and materials relevant to the materials presented or experiences offered.
DRAMA, PHENOMENOLOGY AND SOCIO-CONSTRUCTIVISM The field of drama, as we know it from the beginning of last century and until to day, is first and foremost connected to a student- activated pedagogy with an inextricable foundation in progressive pedagogy (Schonmann, 2007). Progressive pedagogy is founded in a socio-constructivistic concept of knowledge and learning that grew out of phenomenology (Fuglsang & Olsen, 2004; Steinsholt & Løvlie, 2004). Phenomenology arises as a human science in protest to all the fact-based, realism science and as a protest against the view of science that argues that knowledge is already given in our objective world.
B. (2004). Introduktion. In I. L. Fuglsang & P. B. , s. 7–51). Roskilde: Roskilde Universitetsforlag. -G. (1997). Sanning och metod/Truth and method. Gøteborg: Daidalos. -G. (2003). Forståelsens filosofi. Oslo: Cappelen. Heidegger, M. (2001). Forståelse og utlegning fra Væren og tid. In I. S. Lægreid & T. ), Hermeneutisk lesebok: Spartacus. 26 RELATIONSHIP BETWEEN INDIVIDUAL AND COLLECTIVE LEARNING Rendtorff, J. D. (2004). Fenomenologien og dens betydning/Phenomenology and its meaning. In I L. Fuglsang & P.
Key Concepts in Theatre/Drama Education by Shifra Schonmann (auth.), Shifra Schonmann (eds.)