Theatre for Change

Enhanced descriptions from Syndetics:

Building on Robert J. Landy's seminal text, Handbook of Educational Drama and Theatre , Landy and Montgomery revisit this richly diverse and ever-changing field, identifying some of the best international practices in Applied Drama and Theatre. Through interviews with leading practitioners and educators such as Dorothy Heathcote, Jan Cohen Cruz, James Thompson, and Johnny Saldaña, the authors lucidly present the key concepts, theories and reflective praxis of Applied Drama and Theatre.

As they discuss the changes brought about by practitioners in venues such as schools, community centres, village squares and prisons, Landy and Montgomery explore the field's ability to make meaning of a vast range of personal and social issues through the application of drama and theatre.

Table of contents provided by Syndetics

• List of Illustration and Photographs (p. viii)
• Foreword (p. ix)
• Acknowledgements (p. xii)
• List of Interviewees (p. xiv)
• Introduction: The Praxis of Theatre for Change (p. xvii)
• Part I Drama and Theatre in Education (p. 1)
• 1 Educational Drama in the Elementary School (p. 11)
• 2 Educational Drama and Theatre in the Middle and Secondary School (p. 37)
• 3 Theatre for, by and with Young People (p. 81)
• Part II Drama and Theatre in Social Action (p. 121)
• 4 Applied Theatre (p. 127)
• Part III Drama and Theatre in Therapy (p. 167)
• 5 Drama Therapy (p. 169)
• Part IV Reflections (p. 221)
• 6 Imaginary Dialogue (p. 223)
• Glossary (p. 252)
• Notes (p. 259)
• Bibliography (p. 292)
• Index (p. 305)

Reviews provided by Syndetics

CHOICE Review

This excellent updating of Landy's groundbreaking Handbook of Educational Drama and Theatre (CH, May'83) examines key international concepts, theories, and practices of applied theater in schools, prisons, and civic organizations. Beginning with the idea that "in all of its manifestations [theater] is essentially concerned with change," Landy and Montgomery (both educational theater, NYU) turn to major practitioners (Dorothy Heathcote, Jan Cohen-Cruz, James Thomas, and Johnny Saldana, among others), who, in pithy interviews, explain the ways in which they have applied theater techniques to inspire change in various communal settings. The authors emphasize drama and theater in education (with sections of the first of the four parts focusing separately on elementary, middle, and secondary schools and theater by and for young people), social action, and therapy. The book includes a useful glossary explaining terminology used (and in some cases coined) by various practitioners and a thorough bibliography supporting each part of the book. Mostly free of academese and adopting a practical, hands-on tone, this volume is a valuable tool, particularly for those working in educational settings and as grassroots political activists. Summing Up: Highly recommended. Collections at all levels but essential for performing arts libraries and practitioners. J. Fisher University of North Carolina at Greensboro