At Sunny Bay: building students` repertoire of literacy practices through process drama

This collection of resources provides classroom examples and case studies, offers a platform of ideas for teachers to investigate new ways of building the literacy development of their students.

Repositioning drama to centre stage: drama, English, text and literacy

A version of this article was first presented at the Drama Australia Conference, Fremantle, July 2002. It draws upon Freebody and Luke's four resources literacy framework, where they describe four kinds of literacy  practices. It shows how this model is used within the literacy community and argues that this model is useful to describe the contribution that drama can make to literacy development. Freebody and Luke's model is used and  promoted throughout Australia and the author argues that it is politically astute for drama teachers to reclaim and promote their links to the English/Literacy curriculum.

Equal to life: empowerment through drama and research in a drama group for people with disabilities

This article draws from findings of qualitative research of a community- based drama and theatre group for adults with intellectual disabilities. The article considers constraints experienced by people with disabilities and explores the ways that experiences in drama and theatre can be particularly empowering for them. The article also reveals the ways that participants can increasingly become collaborators in the research and are empowered through the research process and through the opportunity to have their voices heard.

A tale of action, suspense and drama : Village Roadshow’s buy-back scheme

The experience of Village Roadshow, in its two failed attempts to have a share buy-back scheme approved by the Supreme Court, sounds a warning to companies and their legal advisers about the pitfalls in presentation of such schemes to shareholders.

The 10th Greek Festival of Sydney : a stakeholder analysis

In response to the demand for the adoption of a corporate culture by not-for-profit festivals, festival organizations increasingly identify strategic planning process and stakeholder management as crucial components for successful events. The purpose of this article is to present a framework developed for categorizing ethnic festivals stakeholders from a functional role (i.e., marketing, administration, and production) and an ethnic origin (i.e., Greek, Greek-Australian, and non-Greek origin) orientated perspective. The proposed framework was developed and applied to the 20th Greek Festival of Sydney (GFS), which was held in 2002, by identifying, categorizing, and examining the role of its stakeholders in the management and delivery of the event. The identification of the type of stakeholders, the ways they influence the GFS organization, and the strategic implications that derived from their involvement are addressed. The methodology utilized to develop the stakeholder framework was qualitative in nature. It combined triangulated data that derived from a number of interviews with representatives from the GFS administration, participant observations, and content analysis of internal documents and reports. The GFS stakeholder analysis offered an understanding of the several marketing-, administration-, and production-related strategic implications to the organization and running of the festival, such as the impact on its content, participants, and future development. The proposed framework derives from the GFS case study, yet it has the potential to be used for the examination of stakeholders' strategic implications to other ethnic festivals.

Poetry as a starting point for drama: learning to tolerate ambiguity

This article explores the use of process drama in an English classroom to explore issues raised by 'A poem for the Rainforest' by Judith Nicholls. The drama is used to explore both the themes and forms of the poem, the episodic nature of the drama reflecting the episodic form of the poem. The work engages the students, and the process drama works to layer complexity onto the issues rather than simplifying them.

Understanding the complexity of social issues through process drama

Middle level teacher Joanne O’Mara uses process drama as a means for her students to explore multiple perspectives. In the teaching vignette she shares here, her class challenges their understanding of deforestation through dramatizing Judith Nichol’s A Poem for the Rainforest.

Diasporic Greek-Australian writing deconstructed : challenging Europe with new voices, new perspectives

Contemporary Europe, culturally, historically and linguistically is filled with contradiction, silences and paradox.

Diasporic creative writers in Australia who are associated, either by virtue of their cultural heritage or through an intellectual engagement with Europe, can in fact provide a radical potential in contemporary European cultural analysis.

Deconstructing and interpreting narratives, prose and poetry of bilingual writers can open up unexplored areas which, up till now, have been either repressed or marginalised. This critical endeavour, drawing on recent post-colonial criticism, is a new way to interpret fiction, stories and even modern fairytales. It appears less threatening and confronting to venture into those cultural, psychological and subliminal areas which contemporary Europe perhaps wishes to forget or renounce. It is however an alternate method which can be used to compel criticism to puzzle over such areas and so open up new perspectives as well as allow for new voices.