publication . Article . 2015

Psycho-physical theatre practice as embodied learning for young people with learning disabilities

Richard Hayhow; Jo Trowsdale;
Open Access
  • Published: 22 Apr 2015 Journal: International Journal of Inclusive Education, volume 19, pages 1,022-1,036 (issn: 1360-3116, eissn: 1464-5173, Copyright policy)
  • Publisher: Informa UK Limited
  • Country: United Kingdom
Abstract
In a dominant Western tradition that reveres cerebral learning, embodied learning approaches have received limited research attention – and less in education than other disciplines. This paper draws on previously reported empirical data from a five-year Creative Partnerships study to argue that psycho-physical theatre practice can promote embodied cognition, has particular value for young people with learning disabilities in special schools and has potential for inclusive education in mainstream schools. The paper describes a psycho-physical actor training process developed with, and for, actors with learning disabilities. Its application within special educatio...
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doi: 10.1080/13603116.2015.1031832 , 10.1080/13603116.2015.1031832
Subjects
free text keywords: Arts and Humanities (miscellaneous), Education, L1, NX, Drama, Embodied cognition, Inclusion (education), Teaching method, Imitation, media_common.quotation_subject, media_common, Learning disability, medicine.symptom, medicine, Pedagogy, Mainstream, Special education, Psychology
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