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The Dimensions of Drama: the Case for Cross-Curricular Planning

Published online by Cambridge University Press:  15 January 2009

Jon Nixon
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Extract

In NTQ4 and 5 David Hornbrook offered a two-part analysis of the purposes, practices, and projected future of drama teaching in schools. Discussion continued in NTQ7 and 8, with responses to Hornbrook's suggestions from a number of other practitioners in the area. Among them was Jon Nixon, currently research fellow in the Division of Education at Sheffield University, who now continues the debate with an article in which he provides a broader perspective, presenting a functional rather than theoretical model of classroom practice. This, he suggests, takes a three-dimensional form: drama as social interaction, as discourse, and as a mode of cognition – or what he calls the ‘depth dimension’ which ‘complements our various ways of knowing’. He concludes that drama should not by necessity be consigned to the margins of ‘the arts’, but be recognized for the vital role it can play not only in the whole humanities cirriculum but, crucially, in the cross-curricular development of communication and expressive skills.

Type
Research Article
Information
New Theatre Quarterly , Volume 3 , Issue 9 , February 1987 , pp. 71 - 81
Copyright
Copyright © Cambridge University Press 1987

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