Wittgenstein and the Teaching of Drama

Datos Bibliográficos

ID15081097
AutoresMichael Fleming (0000-0001-8410-3119, autor de correspondencia)
Año2000
Volumen5
Número1
Páginas33-44
Fecha de publicación2000-02-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaResearch in Drama Education The Journal of Applied Theatre and Performance (JOURNAL)
Identificadores de la revistaISSN: 1356-9783 • E-ISSN: 1470-112X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/135697800114186
OpenAlexW2168260316
IdiomaEN
Referencias citadas9

This article introduces the concept of an ‘integrated’ approach to the teaching of drama as a means of identifying the valuable legacy of Drama in Education. The current emphasis on an ‘inclusive’ approach to drama teaching (which accepts the value of different methods of working such as improvisation, performance, use of text) is not in itself an adequate formulation because it obscures important differences in approach. The writing of Wittgenstein is used to elucidate the concept of ‘integration’. His work demonstrates how easily we can be forced into making false choices because of mistaken views of the way language has meaning. This insight has relevance to drama teaching because it often appears that choices have to made between contrasting concepts, for example, between drama as a form of learning/drama as play, personal/cultural justifications, and especially internal/external dimensions of experience. Arguments against dualism which writers have advanced run the risk of moving drama towards an arid form of behaviourism. An appropriate approach to teaching drama will seek to integrate content and form, means and ends, and ‘internal’ and ‘external’ dimensions of experience

Aesthetics · Art · Drama · Dualism · Epistemology · Improvisation · Literature · Political science · Sociology · Visual arts · Computer Science · Creative Drama in Education · Law · Philosophy · Religious Education and Schools · Theatre and Performance Studies