http://hdl.handle.net/2451/75149 2026-04-11T04:21:14Z http://hdl.handle.net/2451/75156 Title: Book Review: Girls, Performance, and Activism: Demanding to be Heard by Dana Edell Authors: Swopes, Tammie L. Abstract: In this book review, the reviewer reflects on the quality, purpose, and argument of Dana Edell's book. The reviewer explains how the book fits into the current literature and provides critical evaluation, analysis of sources and methodology, and to whom they would recommend the book. 2025-06-01T00:00:00Z http://hdl.handle.net/2451/75155 Title: Drama Games: Establishing Equilibrium in Education Authors: Humphreys, Dave Abstract: This research paper focuses on the usefulness of drama games in educational settings and how they can be utilised for learning purposes. Despite the prescribed manner of the National Curriculum in England, the findings of this paper show how carefully structured and targeted drama games can benefit learners’ experiences and support teachers in understanding a dramatic pedagogical approach that can work for them. Discussions around learning agency and creative ownership are crucial to understand how the practice contributes to both. Through an autoethnographic lens, the research model carefully documents with plans of the conducted workshops and reflections from the author of how the games have affected learning and engagement. Employing the use of Chris Johnston’s (2005) Six Polarities, the research is narrowed to prove how drama games offer an equal opportunity for students to engage in learning material whilst developing skills such as teamwork, confidence in communication and problem solving. 2025-06-01T00:00:00Z http://hdl.handle.net/2451/75154 Title: Drama as Embodied Learning: Moving from Theory into Action Authors: Flynn, Rosalind M. Abstract: The arts, especially Drama, are among the strongest ways to engage secondary school students in classroom activities that support and leverage embodied cognition—the concept that the whole body plays a part in grasping and communicating understandings of information and ideas. For a wide variety of reasons, however, many teachers, are reluctant to use drama as a learning modality. Because drama methods were not included in the pre-service training of most teachers, they are not aware of how drama can support the topics they teach. Teachers also fear that drama takes too much time to implement and can collapse into unproductive chaos in the classroom. After presenting the theoretical precepts of embodied cognition and its relationship to the educational uses of drama, this article shares detailed directions for an effective classroom drama activity that supports the learning of vocabulary words and guides teachers towards successfully implementing it in their work with students. 2025-06-01T00:00:00Z http://hdl.handle.net/2451/75153 Title: Pains and Gains of Studying Theatre Arts in Nigeria: Ambivalent Voices of Theatre Arts Graduates Authors: Imiti, Aghogho Lucky Abstract: This study contends that Theatre Arts as a professional discipline in the humanities should be regarded as other disciplines, and its graduates be given equal opportunities as their counterparts from other fields in Nigeria. The study dispels the numerous misconceptions about the discipline. Although the study of Theatre Arts might be quite enjoyable, it has received a lot of scorn in Nigeria. While prior studies have exposed society’s misconceptions about the field, this study presents a nuanced perspective of Theatre Arts graduates on the discipline in Nigeria. The data for this study were collected using mixed research methods. Primary data were derived from a group discussion on a WhatsApp group of Theatre Arts graduates in 2022. Out of the 202 members in the group, 22 participated. The result indicates ambivalence. It is recommended that individuals, companies, and the government optimise the potentials of Theatre Arts graduates in Nigeria by giving them equal opportunities as others. 2025-06-01T00:00:00Z