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Drama as Democratic and Inclusive Practice

Author

Listed:
  • Kristine Storsve

    (Faculty of Technology, Art and Design, Oslo Metropolitan University and Norwegian University of Science and Technology, Norway)

  • Rikke Gürgens Gjærum

    (Faculty of Health Sciences, Technology, Art and Design, Arctic University of Norway and Oslo Metropolitan University, Norway)

  • Bjørn Rasmussen

    (Department of Art and Media Studies, Norwegian University of Science and Technology, Norway)

Abstract

This article examines how a specific drama and theatre work methodology responds to [1] values in adaptive education; inclusion, appreciation, variation, experience, relevance, context, participation. “Democratic and aesthetic space†(2015-2018) is a practice-led research project, and uses drama and theatre work methodology as key research methods. 7th grade students have participated in a “devising theatre†project, where the prominent expression form has been “statues†. The application of the statue work, the formation of ideas and the negotiation processes in the project for this study, all seem to respond to and concretize the democratic work methods and a pupil perspective in adaptive education.

Suggested Citation

  • Kristine Storsve & Rikke Gürgens Gjærum & Bjørn Rasmussen, 2019. "Drama as Democratic and Inclusive Practice," Global Journal of Intellectual & Developmental Disabilities, Juniper Publishers Inc., vol. 6(3), pages 54-62, April.
    • Handle: RePEc:adp:jgjidd:v:6:y:2019:i:3:p:54-62
    DOI: 10.19080/GJIDD.2019.06.555690
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