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Papers by Madonna T Stinson

The presentation draws on Paulo Freire’s Pedagogy of hope (1992) and his belief that we need hope... more The presentation draws on Paulo Freire’s Pedagogy of hope (1992) and his belief that we need hope in the way “a fish needs water”. In this book Freire charges us with the task to “unveil opportunities for hope, no matter what the obstacles may be”. Living through the first part of the 21 st century has included us in many experiences that we may consider challenges to hopefulness. Madonna proposes drama as a pedagogy of hope and suggests our role, today and tomorrow, is to work in drama alongside our students to imagine, to hope, to empathise, and attempt to understand ourselves and others.

Teachers can use drama to work with their students and help them participate fluently, effectivel... more Teachers can use drama to work with their students and help them participate fluently, effectively and critically in society. Drama can be used to help develop other aspects of student’s everyday literacy practices in an engaging way. As students break and form social and linguistic codes in drama it is evident that making meaning for self and others is enhanced by using past experiences to create new understanding. Drama, as a method of teaching and learning, requires both students and teachers working both in and out of role. Drama can be used to explore a problem, situation, a theme or a series of related ideas or themes through the use of unscripted drama and written text. This chapter draws on recent research that shows a causal link between learning in drama and students’ capacity to communicate orally. It proposes that language learning can be enhanced through the drama process. The author’s investigations into oracy in Singapore schools has implications, in particular, for t...

NJ, 2017

Abstract The inclusion of Drama as a subject in the Australian Curriculum is largely a result of ... more Abstract The inclusion of Drama as a subject in the Australian Curriculum is largely a result of the unwavering advocacy of national associations (like Drama Australia) and alliances, in particular the National Advocates for Arts Education (NAAE). This article briefly outlines stages in national curriculum development in Australia and delineates key organisations and individuals who have contributed to the inclusion of drama within Australia’s national curriculum. The paper draws from previously published material, interviews with representatives from each state professional association, and extended interviews with members of the NAAE. The authors propose that the most significant contributing factor to the inclusion of drama in the educational entitlement for all young people in the Australian national curriculum has been collaborative advocacy, carefully managed by a national advocacy collective.

Throughout your teaching career you will hear, and use, the terms 'curriculum', 'peda... more Throughout your teaching career you will hear, and use, the terms 'curriculum', 'pedagogy', 'assessment' and 'reporting' often. Each of these terms has been interpreted in different ways and, throughout the history of formal education, one or the other has been often at the forefront of educational thinking and practice. We consider that these four areas are inextricably interwoven and changes in policy or practice in one area influence each of the others. In this chapter you will be introduced to some of the literature research and practice that will help you understand curriculum, pedagogy, assessment and reporting. We will discuss the interrelationship and alignment of these four areas, and you will be able to reflect on how changes in each of these areas at a national, system or school level will impact on your day-to-day work as a teacher. Teachers' work involves understanding the students and how they learn, and differentiating learning expe...

In this Keynote address from the World Conference 2009 on Drama and Education in Chinese Communit... more In this Keynote address from the World Conference 2009 on Drama and Education in Chinese Communities (19-21 December, 2009) Hong Kong, Madonna Stinson unpacks the title of the conference “Embarking on a 3D Journey - Search Diversely, Think Discreetly, Use Distinctively” in terms of questions relating to curriculum in general, and with particular reference to the current context in Singapore. She encourages the drama education community to be open collaboration as we engage in the curriculum “conversation” with awareness that we have no definitive answers to the big questions that shape our journey.

This paper reports on research-in-progress currently being undertaken under the auspices of the C... more This paper reports on research-in-progress currently being undertaken under the auspices of the Centre for Research in Pedagogy and Practice at the National Institute of Education (NIE), Singapore. The aim of the research project is to investigate the impact of process ...

Research in Drama Education: The Journal of Applied Theatre and Performance, 2016

Youth Theatre Journal, 2016

Research in Drama Education: The Journal of Applied Theatre and Performance, 2016

English Teaching: Practice & Critique, 2015

The presentation draws on Paulo Freire’s Pedagogy of hope (1992) and his belief that we need hope... more The presentation draws on Paulo Freire’s Pedagogy of hope (1992) and his belief that we need hope in the way “a fish needs water”. In this book Freire charges us with the task to “unveil opportunities for hope, no matter what the obstacles may be”. Living through the first part of the 21 st century has included us in many experiences that we may consider challenges to hopefulness. Madonna proposes drama as a pedagogy of hope and suggests our role, today and tomorrow, is to work in drama alongside our students to imagine, to hope, to empathise, and attempt to understand ourselves and others.

Teachers can use drama to work with their students and help them participate fluently, effectivel... more Teachers can use drama to work with their students and help them participate fluently, effectively and critically in society. Drama can be used to help develop other aspects of student’s everyday literacy practices in an engaging way. As students break and form social and linguistic codes in drama it is evident that making meaning for self and others is enhanced by using past experiences to create new understanding. Drama, as a method of teaching and learning, requires both students and teachers working both in and out of role. Drama can be used to explore a problem, situation, a theme or a series of related ideas or themes through the use of unscripted drama and written text. This chapter draws on recent research that shows a causal link between learning in drama and students’ capacity to communicate orally. It proposes that language learning can be enhanced through the drama process. The author’s investigations into oracy in Singapore schools has implications, in particular, for t...

NJ, 2017

Abstract The inclusion of Drama as a subject in the Australian Curriculum is largely a result of ... more Abstract The inclusion of Drama as a subject in the Australian Curriculum is largely a result of the unwavering advocacy of national associations (like Drama Australia) and alliances, in particular the National Advocates for Arts Education (NAAE). This article briefly outlines stages in national curriculum development in Australia and delineates key organisations and individuals who have contributed to the inclusion of drama within Australia’s national curriculum. The paper draws from previously published material, interviews with representatives from each state professional association, and extended interviews with members of the NAAE. The authors propose that the most significant contributing factor to the inclusion of drama in the educational entitlement for all young people in the Australian national curriculum has been collaborative advocacy, carefully managed by a national advocacy collective.

Throughout your teaching career you will hear, and use, the terms 'curriculum', 'peda... more Throughout your teaching career you will hear, and use, the terms 'curriculum', 'pedagogy', 'assessment' and 'reporting' often. Each of these terms has been interpreted in different ways and, throughout the history of formal education, one or the other has been often at the forefront of educational thinking and practice. We consider that these four areas are inextricably interwoven and changes in policy or practice in one area influence each of the others. In this chapter you will be introduced to some of the literature research and practice that will help you understand curriculum, pedagogy, assessment and reporting. We will discuss the interrelationship and alignment of these four areas, and you will be able to reflect on how changes in each of these areas at a national, system or school level will impact on your day-to-day work as a teacher. Teachers' work involves understanding the students and how they learn, and differentiating learning expe...

In this Keynote address from the World Conference 2009 on Drama and Education in Chinese Communit... more In this Keynote address from the World Conference 2009 on Drama and Education in Chinese Communities (19-21 December, 2009) Hong Kong, Madonna Stinson unpacks the title of the conference “Embarking on a 3D Journey - Search Diversely, Think Discreetly, Use Distinctively” in terms of questions relating to curriculum in general, and with particular reference to the current context in Singapore. She encourages the drama education community to be open collaboration as we engage in the curriculum “conversation” with awareness that we have no definitive answers to the big questions that shape our journey.

This paper reports on research-in-progress currently being undertaken under the auspices of the C... more This paper reports on research-in-progress currently being undertaken under the auspices of the Centre for Research in Pedagogy and Practice at the National Institute of Education (NIE), Singapore. The aim of the research project is to investigate the impact of process ...

Research in Drama Education: The Journal of Applied Theatre and Performance, 2016

Youth Theatre Journal, 2016

Research in Drama Education: The Journal of Applied Theatre and Performance, 2016

English Teaching: Practice & Critique, 2015