??Toole, process and product drama are explored in order to explain intrinsic freedoms of expression of process and meaningful designs/constructs of product and/or performance. Authors and educational drama practitioners Gustave J. Weltsek-Medina, Ph.D., Adam Blatner, MD, and Daniel Weiner, Ph.D. have written a stimulating account of the debatable, dialectic, dramatic concepts in “Interactive and Improvisational Drama; Varieties of applied Theatre and Performance. An excerpt from the book defines Process Drama in the thought provoking Chapter 9: Process Drama in Education: Explaining its Methods.
“When one engages in Process Drama, the potential exists for a heightened sense of self-reflexivity. Process Drama is foremost a situation immersed in experiential knowledge and an experience of Living Through. Individual freedom is allowed to, not only explore ideas, but to also provide the space to explore ideologies. A participant must reflect upon fictional situations and tap into her or his own set of social signifiers as a means to interpret the moment. The creation of the moment rests upon the immediate experiences of those involved as they reflect, act, and interact with one another as they live with and through the fictional moment…”
In the late 18th century, an approach to child-rearing and education that expressed ‘child-centered’ processes was advocated by philosopher Jean-Jacques Rousseau. “… The first impulses of nature are always right”. Likewise, educator Fredrich Frobel supported and advocated a similar philosophy in the early 19th century – ‘a child-centered’ process in
education. Both philosopher and educator were expressing an alternate perspective or viewpoint to instructional and learning processes in education; one that advocated that “learning took place internally (within the person) based on an individual’s needs” (Weltsek-Medina; Blatner & Weiner 2008; Frobel 1800’s). The responsibility of the teacher was not to ...Show more