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Abstract
A re reading of the well known Joseph Lister Drama provides not only an opportunity to remember the ground-breaking theoretical developments in this drama but also to consider the legacy of this work on the development of drama in education and applied theatre since. In particular the ideas of framing, distancing and the ‘no penalty’ zone as first used in this drama are viewed through the lens of developments in mediated drama forms, recent theatre in education programmes and the commissioning model.
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Notes on contributors
Peter O'Connor
Peter O'Connor is an Associate Professor and Director of the Critical Research Unit in Applied Theatre at the University of Auckland. Peter has been most recently involved in leading an applied theatre research project in Christchurch following and during the ongoing earthquakes. He is co-writing Applied Theatre Research: Critical Departures with Associate Professor Michael Anderson. In 2012 he was named Griffith University School of Education and Professional Studies Alumnus of the Year. Email: [email protected]