Use this URL to cite or link to this record in EThOS: | https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385164 |
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Title: | Towards a reader-oriented assessment in drama in education. | ||||
Author: | Cabral, Beatriz Angela Vieira. |
ISNI:
0000 0001 3513 5050
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Awarding Body: | University of Central England in Birmingham | ||||
Current Institution: | Birmingham City University | ||||
Date of Award: | 1994 | ||||
Availability of Full Text: |
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Abstract: | |||||
This study has investigated the reader function in drama
in education and its potential role in assessment
procedures.
An overview of how assessment has been approached by
drama teachers and theorists in the last two decades has
shown that a strong emphasis In experiencing has brought
about a concomitant gap in considering the reader dimension
in assessment.
The claim that the focus on the reader, from the
productive role of the audience to the reader stance of the
actor, allows for assessing the students' actions and
responses without disrupting the on-going drama, is
developed alongside the investigation of the literature on
production and reception and the philosophical
clarification of the main concepts underlying the making
and communication of meanings in drama.
A reader-oriented model for assessment is developed and
illustrated through a diagram of the reader functioning in
drama, which represents a guide for teachers' assessment
and is the basis of a field experience carried out in a
primary and a secondary school.
Most of the implications of assessing the reader were
made clear when they were observed during the field
experience which allowed for re-shaping and expanding the
previous chapters. Therefore the field experience
represents an illustration of the implications of a readeroriented
assessment rather than an empirical trial of it
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Supervisor: | Not available | Sponsor: | Not available | ||
Qualification Name: | Thesis (Ph.D.) | Qualification Level: | Doctoral | ||
EThOS ID: | uk.bl.ethos.385164 | DOI: | Not available | ||
Keywords: | Education & training | ||||
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