Drama as Democratic and Inclusive Practice

Kristine Storsve, Rikke Gürgens Gjærum and Bjørn Rasmussen
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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

Global Journal of Intellectual & Developmental Disabilities, 2019, vol. 6, issue 3, 54-62

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.

Keywords: Journal of Intellectual; Intellectual & Developmental; Intellectual & Developmental Disabilities; Journal of Intellectual & Developmental Disabilities; journal of intellectual disability research; journal of intellectual disabilities; journal of intellectual disability research impact factor; journal of intellectual property studies; open access publishers in usa; juniper publishers review (search for similar items in EconPapers)
Date: 2019
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Persistent link: https://EconPapers.repec.org/RePEc:adp:jgjidd:v:6:y:2019:i:3:p:54-62

DOI: 10.19080/GJIDD.2019.06.555690

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