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Rethinking feedback: Playwriting pedagogy as teaching and learning for creativity

Journal Article


Abstract


  • Reporting on a study of school based playwriting pedagogy, this article explores the teaching and learning experience created by teachers for students writing a play for external assessment. It explores teachers' views of their role in teaching a creative task and their views on the form and content of input and feedback. It argues that the teachers’ belief in intrinsic creativity encouraged passivity in pedagogy and a focus on reactive feedback and problematisation, which paradoxically hindered student progress and proficiency. This article suggests the need for a paradigm shift, repositioning the teacher from passive facilitator to an interventionist dramaturg.

Publication Date


  • 2017

Citation


  • Gardiner, P. (2017). Rethinking feedback: Playwriting pedagogy as teaching and learning for creativity. Teaching and Teacher Education, 65 117-126.

Scopus Eid


  • 2-s2.0-85016140234

Number Of Pages


  • 9

Start Page


  • 117

End Page


  • 126

Volume


  • 65

Place Of Publication


  • United Kingdom

Abstract


  • Reporting on a study of school based playwriting pedagogy, this article explores the teaching and learning experience created by teachers for students writing a play for external assessment. It explores teachers' views of their role in teaching a creative task and their views on the form and content of input and feedback. It argues that the teachers’ belief in intrinsic creativity encouraged passivity in pedagogy and a focus on reactive feedback and problematisation, which paradoxically hindered student progress and proficiency. This article suggests the need for a paradigm shift, repositioning the teacher from passive facilitator to an interventionist dramaturg.

Publication Date


  • 2017

Citation


  • Gardiner, P. (2017). Rethinking feedback: Playwriting pedagogy as teaching and learning for creativity. Teaching and Teacher Education, 65 117-126.

Scopus Eid


  • 2-s2.0-85016140234

Number Of Pages


  • 9

Start Page


  • 117

End Page


  • 126

Volume


  • 65

Place Of Publication


  • United Kingdom