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ABSTRACT
This article defines dramatic inquiry, exploring its possible contributions to discourses on subjectivity, embodied pedagogy, and relational knowing in art education. As a communal, ensemble endeavor emerging from the discipline of drama education, dramatic inquiry offers strategies for enhancing arts education's critical inquiries by facilitating imaginative, transformative dialogues from within visual culture phenomena. Theoretical reflections on dramatic inquiry's origins and its potential educational value are accompanied by suggestions for teaching and learning practices that inspire “critical questions that envision alternative just futures” (Desai, Citation2009, p. 25) and imagine their fruition. Building on Heathcote's (Citation1984) work in drama education and Edmiston's explicitly critical, socio-cultural orientation (Freire, Citation1970; hooks, Citation1994; Kumashiro & Ngo, Citation2007) we explore Edmiston's (Citation2011) seven key dimensions of dramatic inquiry through their use in K–12 classrooms and their resonance with contemporary artists' and art educators' practices.
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Notes on contributors
Mindi Rhoades
Mindi Rhoades is an Assistant Professor in the Department of Teaching and Learning in the College of Education and Human Ecology at The Ohio State University. Mindi has worked with Stand Up for Shakespeare America (SUFSA) in partnership with The Royal Shakespeare Company; served as the art specialist at OSU's Early Childhood Education demonstration school; and taught abroad through OSU's partnership with the Indonesian University System. Her research and teaching interests include interdisciplinary arts-based research, teaching, learning, and activism; multiliteracies; and critical multicultural education. Contact: [email protected].
Vittoria S. Daiello
Vittoria S. Daiello is Associate Professor of Art Education in the College of Design Architecture, Art, and Planning at the University of Cincinnati. Her teaching, research, and art practices seek to develop transdisciplinary conversations around the study and teaching of writing as social, artistic, and transformative inquiry.