Hornbrook, referring to current legislation, argues the case for an
organized curricular framework for drama in the 1990s which
develops in children the activities of designing, directing,
acting, writing and evaluating - all within the range of the
historic context of dramatic work. He asserts that recent drama
teaching in Britain has been child-centred and psychological, and
viewed as a learning medium rather than as an aesthetic study in
itself. This, he believes, has had the effect of cutting children
off from the variegated world of the theatre and, in the broader
sense, from any collective aesthetic or historical dimension. This
book is intended mainly for the use of primary and secondary school
teachers.
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