Drama Education as a Site of Becoming: An Exploration of Sensuousness, Embodiment, and Relationality

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Harmonizing Arts Engagement in Teaching, Research, and Practice (Table 6)

Abstract

This conceptual paper applies educational theory, research, and philosophy to understanding how the drama classroom operates as a site of embodied relationality imbued with opportunities for giving and receiving care in nuanced ways. Drawing upon the work of Sharon Todd (2022; 2023), Nell Noddings (1986), and others, I situate relationality and care at the heart of drama teaching and learning. Grounded in understanding that embodiment and our sensory capacities enable our engagement with the world, I argue that the high school drama classroom is a uniquely rich space for supporting students’ developing subjectivities as relational beings in community with others.

Author

• Kristy Smith, York University