The purpose of this thesis of open study, Process vs Product Drama in Education, is to research and answer the following research question: “What is meant by ‘product vs. product drama in education”? and “How was it interpreted by drama practitioners”?…
According to the paper the intrinsic, imaginative of the student was part of learning and was based on the intrinsic needs of the individual. A new student-centered approach became a primary and secondary method of approaching process vs. product drama in education in England… the exploration of intrinsic, imaginative needs from the ‘mind’s eye’ or inner visualization of the student was the basis of discussion and practice for production and performance moving into the 20th century. Thus, many of the ‘product vs. process drama’ perspectives were based on the intrinsic processes of the student-centered learning experiences. Teacher and drama education practitioner, Harriet-Finlay Johnson claimed freedom of expression concerning ‘aesthetic valuation’ of product, production and performance of plays…a student’s aesthetics and perspective should be the diverse ‘lens’ through which the value of dramatic process or theatrical experiences be judged. Analysis of the research literature is a predominant method by which this thesis. ...
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