Enacting problem based classroom scenarios through forum theatre

While the school based practicum experience is a vital aspect of teacher education, a 'simulated' classroom can provide a less confrontational space for teacher education students to implement new teaching strategies and techniques. The project used actors to generate a series of short scenarios that dramatise classroom problems. The project employed the methodology of applied theatre in an educational setting.

Book review : Class act : Melbourne Workers Theatre 1987 - 2007

The article reviews the book "Class Act: Melbourne Workers Theatre 1987-2007," edited by Glenn D'Cruz.

Documentary video in post-dramatic theatre : We built this city and Hamletmachine

This paper analyses the status and function of documentary footage in two recent productions: Melbourne Workers Theatre’s We Built This City and a Deakin University student production of Heiner Müller’s Hamletmachine.

A blog says I am here! : Encouraging reflection on performance-making and drama practice through blogs

This chapter considers the use of social software, in particular the blog, emerging from youth web-culture as a space for groups and individuals to reflect upon performance-making processes. lt focuses on the Drama Australia VINE project, launched at the beginning of 2006 through to its conclusion at the end of2007. The VINE project brought together groups of drama students within schools, universities and the broader community to make group performances based on a common theme. Using a multi-user blogging environment, vineblogs net, groups or individuals maintained blogs of their performance-making processes. This allowed the work to l¡e shared within the VINE project community and potentially with a worldwide audience. A case study was set up involving one class of students and their teachers who were involved in the VINE project and participants were asked to reflect and comment upon the performance-making and blogging experience. The chapter considers the challenge that we face as educators to find appropriate avenues to engage young people in reflection. It considers the ways in which students engage with technology that are ofter different from their teachers. The chapter goes on to discuss how blogs can contribute to the creation of a sense of individual or group identity and recognition. It asks, 'how do blogs encourage reflection upon performance-making processes and facilitate the creating of connections and the building of community between drama students and teachers across a range of settings?' Finally the chapter describes what we've learned about blogs in drama and considers where we go from here'

Gender and national identity : the people's theatre in the Philippines (1967-2000)

The Philippine Education Theater Association (PETA), the People’s Theatre in the Philippines was founded within the bounds of the nationalist leftist tradition. Its origin therefore determines to a great extent the contours of the discourse on the feminist movement in the Philippines, its participation within the cultural movement and the founding years of the pioneering People’s Theatre in the country. As a grass roots theatre from a Third World nation, the PETA theatre model responded to the needs in raising socio-political and economic consciousness and can therefore serve as an alternative tool to formal education for other Third World countries. This thesis argues, the People’s Theatre development is determined within the matrix of gender, class, politics and the nationalist movement to which it is intertwined or inextricably linked. The feminist, nationalist and radical movements have become superimposed upon the history of the People’s Theatre and have nurtured its development as a consciousness raising educational tool.

Fruits of the vine : reflection on performance-making through blogs

In 2006 Drama Australian launched the VINE Project, bringing together groups of drama students within schools, universities and the broader community to make group performances based on a common theme. Using the VINE Project's multi-user blogging environment, group or individuals maintained blogs of their performance-making processes. This allowed the work to be shared within the VINE Project community and potentially a world-wide audience.

This paper contributes to the discussion on the applications of information and communication technologies (ICT) in drama and theatre education. It considers the blog, emerging from web-culture, as a space for groups and individuals to reflect upon performance-making processes. A range of VINE Project participants was asked to reflect and comment upon the performance-making and blogging experience. This paper presents emerging understandings of the role of blogs in encouraging reflection, in creating a sense of group identity and significance, in validating performance-making processes and in building a sense of connection and community among student performance-makers.