Research
What
is |
Research
| Integrated
Curriculum |
What
is Performing Art?
Reference : Green, L., The
return of the Body: Performance Art and Art Education.
Art Education, January 1999.
Performing art is
described by art historian Goldberg in Green (1999), as
"live art by
artists" (1988,
p. 7). It blurs the line between art and life by including
everyday actions such as brushing one's teeth, chopping
vegetables or watching tv as possible metaphors to express
emotions, such as boredom. Combining
artmaking with everyday activities is particularly appealing
to students as it demonstrates life's aesthetic
dimensions, and
encourages students to explore these realms at some
stage.
TOP
Research
Research carried out
by the Primary School Drama Association (Sydney), has found
that Creative Drama activities, despite their versatility,
have one thing in common. "A
clear concern for the individuals life of feelings and
emotions".
A three year project
undertaken by the London University, completed in 1994,
found:
"The essential
recurring feature is involvement
,projecting into imagined or assumed roles and
situations, some
of which stop at the stereotype, others move closer to a
deeper understanding".
Research of the
presence of drama in primary classrooms, both in Australia
and England (see resources for reference) reveals that
since, notably the 1970''s , drama
as part of the school curriculum has increased.
Drama, traditionally
was the study of plays and literature. Research suggests
that societies shift in the way children are viewed: i.e
from "Children
should be seen and not heard"(
A typical Victorian era attitude), to
"Children
require opportunity for active particiption in the
construction of meaning"
( Current educational standpoint, SACSA).
TOP
RESEARCH
IN RELATION TO DRAMA INTEGRATION IN THE
CURRICULUM.
Research done by the
London University in 1992, clearly illustrates that in the
educational field, many teachers think that drama should be
unstructured, enabling students to work in any way they want
to. Other teachers feel that the process should be linked
with the exploration of a theme , topic or issue, but that
once a broad structure is given students should be allowed
to develop along their own line of enquiry.
Guidelines for
Interdisciplinary Art Education:
Adapted from : Green, L.,
The return of the Body: Performance Art and Art
Education. Art Education, January 1999.
1. It should
emphasise art's
unique perspective, and
not become a handmaiden for other subjects. Art can even be
the center of the curriculum, with other disciplines drawing
into it.
2. It should be
concerned with
important social and personal
issues, with the
student, their friends, family and community, and topics
that are relevant to them.
3. Art should be
organised around
important themes.
4. Art study should
encourage
collaboration
and development of communication and social skills among
students. As such group work and hands-on work can be used
extensively.
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