Learning to write critically : drama as pedagogy and the implications for cultural criticism
Document Type
Journal article
Source Publication
The Journal of Drama and Theatre Education in Asia
Publication Date
2012
Volume
3
Issue
1
First Page
69
Last Page
92
Keywords
Drama as Pedagogy and Engagement, Cultural Criticism as Writing, Education and Cultural Studies, Action Research for Liberal Studies, Student Learning
Abstract
This paper analyzes the role and use of drama in engaging students with the work of cultural criticism, as it is practised in the educational settings of critical writing under the Liberal Studies curriculum within Hong Kong senior secondary schools. Drawing on action research conducted at the site of a local secondary school, we explore the pedagogic potentials of dramatic intervention for the exercise of cultural analysis and critical writing in class, and examine students’ dialogic thinking, engagement and communication among themselves, and with their target readers outside of the classroom. By mediating the process of critical composition we review the multiple dimensions and uses of criticism in the pedagogic space opened for and through writing. At the end of this experimental study on the work of drama in cultural criticism as writing, we discuss the implications such pedagogy may have for critical writing education at schools.
Print ISSN
20799608
E-ISSN
22184155
Publisher Statement
Copyright © 2012 Hong Kong Drama/Theatre and Education Forum Limited, Hong Kong.
Access to external full text or publisher's version may require subscription.
Full-text Version
Publisher’s Version
Language
English
Recommended Citation
Chan, S. C.-k., & Law, M. Y.-f. (2012). Learning to write critically: Drama as pedagogy and the implications for cultural criticism. The Journal of Drama and Theatre Education in Asia, 3(1), 69-92. Retrieved from http://www.tefo.hk/fck_images/TEFO2012bkDfinal.pdf