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The Practice and Pedagogies of Imaginary Communities: A Dramatic Story-Making Process in the Primary School Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Practice and Pedagogies of Imaginary Communities: A Dramatic Story-Making Process in the Primary School Classroom./
Author:	Storey, Victoria L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	183 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-10, Section: A.
Contained By:	Dissertations Abstracts International82-10A.
Subject:	Writers. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28386105
ISBN:	9798597031439

The Practice and Pedagogies of Imaginary Communities: A Dramatic Story-Making Process in the Primary School Classroom.
Storey, Victoria L.

The Practice and Pedagogies of Imaginary Communities: A Dramatic Story-Making Process in the Primary School Classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 183 p.

Source: Dissertations Abstracts International, Volume: 82-10, Section: A.

Thesis (Ph.D.)--The University of Manchester (United Kingdom), 2020.

This item must not be sold to any third party vendors.

This research is driven by a new model of dramatic story-making practice developed in English primary schools between 2010 and 2020. Imaginary Communities (IC) is a particularly open-ended and collaborative practice and pedagogy that supports learning within the school's curriculum. This thesis is informed by, and contributes to, the field of drama education and argues for a revived commitment to trusting children as capable, instinctive playmakers.Creating a dramatic narrative with children from the very start of the process, and remaining committed to co-creation, can seem difficult for teachers who lack the relevant training or experience. This, coupled with the pressure to meet various pre-determined, age-related learning objectives, makes an open-ended practice seem out of reach. My research breaks down the IC artistic model, sharing it through five manageable stages of practice. It argues for a new way of thinking about pedagogy as a way of being in the classroom, suggesting that teachers and children can be equal playmakers when using IC. The thesis makes a case for practice-based research that communicates new models in accessible and manageable formats.The thesis is founded on reflective practice arising from a ten-year process of developing, embedding, and evaluating IC in over fifty schools in the North of England. It includes a practical submission, providing a direct encounter with creative practice, and a written submission, offering a theoretically informed analysis of the IC approach. Using collaborative reflective practice, a detailed analysis of the work with teachers at two primary schools clarifies how they can use such an open-ended practice whilst still meeting formal learning objectives. The children's reflections are theorised to offer further pedagogical possibilities about a new culture of friendship in the classroom. The collective insights position IC as a form of critical pedagogy in schools, supporting teachers and children to re-think classroom practices driven by performative agendas.

ISBN: 9798597031439Subjects--Topical Terms:

3549409
Writers.
Subjects--Index Terms:

Drama education

The Practice and Pedagogies of Imaginary Communities: A Dramatic Story-Making Process in the Primary School Classroom.
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