Teaching and Learning through Dramaturgy

Reviews / Votes

Within the chapters it is clear that the 'realness' of teaching is at the core, making the work especially relevant for those who are teaching, learning to teach, or examining the practices of teaching in a wide range of contexts. At the same time tertiary students within the arts, and those working within creative industry contexts would benefit from this book. Within the chapters there is the investigation of the leadership, the bodily, the space, the voice, the presence - allowing a breadth to develop in the notion of what dramaturgy might be. Ostern's work highlights the plurality of choices we as educators have in our practices, and the book provides a way to navigate the terrain of education and change in an artful way-Rose Martin (PhD, Dance Studies),Associate Professor of Arts Education with a focus on Multiculturalism, Norwegian University of Science and Technology

The Book is amazing! Lots of things to discover. Thinking like a dramaturg in the field of education is the main focus of the book that invites teachers to use dramaturgical thinking in planning and supports their aesthetic development. It sets an example for the association of art with pedagogy on the way to create knowledge. It reflects how dramaturgical thinking can be adapted to teaching and learning processes with application examples. A great resource for educators, researchers, practitioners and students-Nevin Guemues, PhD Student, Faculty of Fine Arts, Ankara University

This book goes on to the 'Must Read' list of every scholar in the field of drama and theatre education. It presents a profound theory of dramaturgy and gives valid practical examples to illustrate the praxis of drama education and the work of the teacher-artist. It is invaluable for all those who wish to develop an analysis of dramaturgical practice in the field of Artful Education- Hannu Heikkinen, Senior Lecturer in Drama and Theatre Education, University of Oulu