Journal article
Improvisational Theatre as Public Pedagogy: a case study of 'aesthetic' pedagogy in leadership development
Policy futures in education, v 9(6), pp 769-779
01 Dec 2011
Abstract
How does improvisational theatre promote aesthetic learning in leaders, emphasizing emotion and somatic, or sensory, knowledge? While improvisational theatre has been used in organizational settings, there is little empirical research describing the aesthetic learning process geared towards preparing educational leaders. Based on a case study of an educational leadership institute using grounded theory to investigate the use of improvisational theatre, four learning conditions emerged for promoting the phenomenon of the aesthetic learning process. The article describes key features of this process - catharsis, empathy, and heightened sensory perception - as compared to works by Dewey, Greene, and Freire. These aesthetic aspects challenge the traditional role of leadership 'trainer' and leadership 'student' and reflect a more collaborative conception of leadership development as conveyed in public pedagogy literature.
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Details
- Title
- Improvisational Theatre as Public Pedagogy: a case study of 'aesthetic' pedagogy in leadership development
- Creators
- Jen Katz-Buonincontro - Drexel University
- Publication Details
- Policy futures in education, v 9(6), pp 769-779
- Publisher
- Sage
- Number of pages
- 11
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:000213445800009
- Scopus ID
- 2-s2.0-84855689185
- Other Identifier
- 991019168020104721
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Data related to this publication, from InCites Benchmarking & Analytics tool:
- Web of Science research areas
- Education & Educational Research