Discoveries beyond the lesson plan: a 'how to'

Download

3_EITN_2024_02_08_Jones.pdf

Abstract

In this paper, Jonathan P. Jones and David T. Montgomery unpack messages about spontaneity in process drama in order to support novice teachers as they endeavor to plan and facilitate this work. The authors refer to their planning processes and examples from their facilitation to provide guidance on how to imagine and realize dramatic possibilities beyond their planned sequence of conventions.

The authors will highlight two case studies from their experience facilitating workshops at the Dorothy Heathcote Now conference, in which they analyze the departures they took from their planning. The cases address the research question: how can a novice practitioner approach planning process drama when the ethos of so many is to avoid a prepared sequence of conventions? Among the data analyzed are the facilitators’ plans, field notes, and reflective discussions. Given what is revealed through this research endeavor, the authors reflect on what can happen when the facilitator responds to offers presented within a dramatic encounter by implementing conventions in the moment.

content

Full content in PDF

Keywords

drama in education, process drama, conventions, curriculum planning

DOI