This authoritative book is an astonishing achievement. Brought to life by these pioneers who worked with Heathcote, it is unquestionably the most comprehensive and thorough exposition yet of the work of the radical educator Dorothy Heathcote. Vividly illustrated by rich and detailed cameos of exemplars from the authors' own practice and inspired by her revolutionary and transformative vision this book brings Heathcote's legacy to life for today and tomorrow. Not for the dilettante nor for those who believe that cosmetic ...
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This authoritative book is an astonishing achievement. Brought to life by these pioneers who worked with Heathcote, it is unquestionably the most comprehensive and thorough exposition yet of the work of the radical educator Dorothy Heathcote. Vividly illustrated by rich and detailed cameos of exemplars from the authors' own practice and inspired by her revolutionary and transformative vision this book brings Heathcote's legacy to life for today and tomorrow. Not for the dilettante nor for those who believe that cosmetic change or a few good tips for teachers will create a humane schooling system for the future, this book is a veritable arsenal of advocacy arguments for the converted. For the convertible, their ideas on teaching might well be radically changed by a deep read of this moving book. -- John O'Toole, Honorary Professorial Fellow at University of Melbourne, Australia, and author of The Process of Drama: Negotiating Art and Meaning Against policies of standardization, testing, and bureaucratization of learning, the authors make concrete how collective dramatic enactments resist such strictures and static disembodied activity, to rehumanize classroom spaces. In this framing, which extends Edmiston's earlier work on dramatic inquiry, classroom drama is not merely a pedagogical tool to enhance instruction-as-usual, but a process that can transform subject matter learning, classroom culture, and the very nature of schooling. The authors ground this framing in their own intimate experiences with the pioneering work of Dorothy Heathcote, UK-based and internationally renowned drama educator. Though many have read accounts of Heathcote's practices and impacts, this book showcases such contributions, extending them in ways that move classroom learning from "what is" and "what was" to "what if," illustrating how deep creative work with drama pedagogy can reframe the very nature of meaning-making and vision-building for young people in 21st century classrooms. -- Steven Z. Athanases, Dolly and David Fiddyment Chair in Teacher Education; and Director, Center for Shakespeare in Diverse Classrooms, School of Education, University of California, Davis, USA This book makes a compelling case for the urgent need to humanize education. The authors propose the kind of education that is active, collaborative and deeply worthwhile. They reject the dehumanizing assumption that teachers are mere transmission devices delivering an arid fact-based curriculum. Influenced by the pedagogy of that extraordinary educator Dorothy Heathcote, these persuasive accounts of their own practice introduce us to classrooms rich with imaginative transformations, dramatic encounters, purposeful inquiry, and meaningful reflection. -- Cecily O'Neill, author of Dorothy Heathcote on Education and Drama: Essential Writings What a terrific book! Thinking through ideas captured here will enliven every teacher who believes that theatre, drama, and music will bring children a full sense of what it means to be fully human. This book shows how young people's ways of being in the world can change as they dramatize and dialogue about events in the factual and fictionalized stories of others. -- Shirley Brice Heath, Margery Bailey Professor of English and Dramatic Literature and Professor of Linguistics, Emerita, Stanford University, USA and author of Words at Work and Play: Three Decades in Family and Community Life What if we saw classrooms as containing, always already, everything they needed for community, for deep inquiry and dialogue, and for playful storytelling? What if we re-conceived of formative education-deeply concerned with questions of value and meaning-as not moralizing to children but rather as artfully and critically producing imaginative worlds? What if teachers and children practiced moving seamlessly in and out of imaginary terrains through dramatic inquiry, thereby greatly expanding their repertoires for thinking and feeling? What if school became a
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Add this copy of A Handbook for Visitors to Lucknow: With Preliminary to cart. $39.04, new condition, Sold by Booksplease rated 4.0 out of 5 stars, ships from Southport, MERSEYSIDE, UNITED KINGDOM, published 2000 by Asian Educational Services.