When Royalty Steps Forth: Role Drama as an Embodied Learning System

Authors

  • Lynn Fels

DOI:

https://doi.org/10.29173/cmplct8823

Abstract

The article explores the interplay between complexity theory, performative inquiry and learning as the author shares her experience in role as a tinker in a role drama designed and facilitated by four pre‐service teachers in her drama in education course. The reader is invited to consider role drama as an embodied learning system. Using the role drama as her example, the author identifies five conditions of a complex learning system as identified by complexity in education theorists Brent Davis, Dennis Sumara, and Elaine Simmt in their 2003 article, Complexity and Collectivity: On the Emergence of a Few Ideas. The author and her conspirators in role engaged in the overthrow of the monarchy are startled when the king suddenly announces his presence. What learning emerges when the king steps forth, and the tinker, alone, is faced with saving a fledging democratic movement?

Author Biography

Lynn Fels

Lynn Fels joined the Faculty of Education at Simon Fraser University, as Assistant Professor in September 2007. She is currently the Academic Editor of Educational Insights, www.educationalinsights.ca. Her research interests are arts education, curriculum, teacher education, writing, and arts for social change. Exploring Curriculum: Performative Inquiry, Role Drama and Learning, co‐authored with George Belliveau, was published by Pacific Education Press in January 2008.

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Published

2009-07-01

Issue

Section

Vignettes