Descriptions of the intellectual, aesthetically creative, cognitively imaginative and historical perspectives of educational drama practitioners and theorists/authors were researched, analyzed and interpreted in such a method that a perspective of reflexivity resulted – qualitative in nature and design.
When defining the ‘Product vs. Process Drama in Education’ concept, a historical perspective was demonstrated in the literary work of Gustave J. Weltsek-Medina, Ph.D., Adam Blatner, MD and Daniel Weiner, Ph.D. “Interactive and Improvisational Drama: Varieties of Applied Theatre and Performance (2008)”… When one engages in Process Drama, the potential exists for heightened sense of self-reflexivity… Process Drama is foremost a situation immersed in experiential knowledge and experience of Living Through”. The historical perspectives of the process vs. product drama enquiry were further expressed in the viewpoints of 19th century philosophers and educators learning took place within the self, internally, intrinsically. 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. ...Show more