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Dramatherapy is increasingly being used in schools and educational establishments as a way of supporting young people's emotional needs. This book examines the space between drama education and Dramatherapy exploring the questions: Does a therapist teach? When does the role of the drama teacher border on that of therapist? How do these two professions see and understand each other and the roles they play?
In Drama Education and Dramatherapy, Clive Holmwood draws on his experience as a Dramatherapist and examines the history of drama education and Dramatherapy, exploring the social, political, therapeutic and artistic influences that have impacted these two professions over the last century. He also discusses how these fields are intrinsically linked and examines the liminal qualities betwixt and between them. The book considers two specific case studies, from the therapist's and teacher's perspectives discussing what happens in the drama class and therapy space including how the dramatic form is understood, explored and expressed both educationally and therapeutically. The 'them and us' mentality, which often exists in two different professions that share a common origin is also explored. The book contemplates how teachers and Dramatherapists can work collaboratively in the future, bringing down barriers that exist between them and beginning a working dialogue that will ultimately and holistically support the children and young people they all work with.
This book will be of interest to those involved in using drama in an educational or therapeutic context, including: drama teachers, arts therapists, teachers of arts therapy and researchers within wider arts, applied arts and educational faculties within colleges and universities.
In Drama Education and Dramatherapy, Clive Holmwood draws on his experience as a Dramatherapist and examines the history of drama education and Dramatherapy, exploring the social, political, therapeutic and artistic influences that have impacted these two professions over the last century. He also discusses how these fields are intrinsically linked and examines the liminal qualities betwixt and between them. The book considers two specific case studies, from the therapist's and teacher's perspectives discussing what happens in the drama class and therapy space including how the dramatic form is understood, explored and expressed both educationally and therapeutically. The 'them and us' mentality, which often exists in two different professions that share a common origin is also explored. The book contemplates how teachers and Dramatherapists can work collaboratively in the future, bringing down barriers that exist between them and beginning a working dialogue that will ultimately and holistically support the children and young people they all work with.
This book will be of interest to those involved in using drama in an educational or therapeutic context, including: drama teachers, arts therapists, teachers of arts therapy and researchers within wider arts, applied arts and educational faculties within colleges and universities.
"Holmwood add meaningful piece to a larger conversation as a drama therapy continues to mature in both the United Kingdom and internationally."
- Patrick Tomczyk, University of Alberta
"Both fresh and reassuringly familiar, this book is a welcome addition to the literature. Centrally, it reminds us that context is everything in both drama education and research. Elegantly and humanely structured on the admirable six pillars of Iceland's education system (a country notable as one of the very few where drama is an entitlement for all children), its six sections offer vivid and engaging examples of practice-based drama research, by a mix of established and deservedly famous international educators and newer local voices, stitched coherently together by the sure hand of its editors. "
- John O'Toole, University of Melborne in Australia.
- Patrick Tomczyk, University of Alberta
"Both fresh and reassuringly familiar, this book is a welcome addition to the literature. Centrally, it reminds us that context is everything in both drama education and research. Elegantly and humanely structured on the admirable six pillars of Iceland's education system (a country notable as one of the very few where drama is an entitlement for all children), its six sections offer vivid and engaging examples of practice-based drama research, by a mix of established and deservedly famous international educators and newer local voices, stitched coherently together by the sure hand of its editors. "
- John O'Toole, University of Melborne in Australia.
"Holmwood add meaningful piece to a larger conversation as a drama therapy continues to mature in both the United Kingdom and internationally."
- Patrick Tomczyk, University of Alberta
"Both fresh and reassuringly familiar, this book is a welcome addition to the literature. Centrally, it reminds us that context is everything in both drama education and research. Elegantly and humanely structured on the admirable six pillars of Iceland's education system (a country notable as one of the very few where drama is an entitlement for all children), its six sections offer vivid and engaging examples of practice-based drama research, by a mix of established and deservedly famous international educators and newer local voices, stitched coherently together by the sure hand of its editors. "
- John O'Toole, University of Melborne in Australia.
- Patrick Tomczyk, University of Alberta
"Both fresh and reassuringly familiar, this book is a welcome addition to the literature. Centrally, it reminds us that context is everything in both drama education and research. Elegantly and humanely structured on the admirable six pillars of Iceland's education system (a country notable as one of the very few where drama is an entitlement for all children), its six sections offer vivid and engaging examples of practice-based drama research, by a mix of established and deservedly famous international educators and newer local voices, stitched coherently together by the sure hand of its editors. "
- John O'Toole, University of Melborne in Australia.