Theatre in Education (TIE)

Alrutz, M., & Hoare, L. (2020). Devising critically engaged theatre with youth: The Performing Justice Project. Routledge. This book offers effective ways to devise with young people on a range of social justice topics. See ‘Web resources’ for project website.

Bowles, N. (2005). Why devise? Why now? ‘Houston, we have a problem’. Theatre Topics, 15(1), 15–21. Addresses issues of discrimination and diversity in a devised TIE piece with and about lesbian, gay, bisexual, transgendered and queer young people (LGBTQ).104

Carklin, M. (1997). Rainbows and spider webs: New challenges for theatre in a transformed system of education in South Africa. RIDE: Research in Drama Education, 2(2), 203–213. This South African work shows the transition from a school-based to a community-based TIE project that draws on traditional African performance forms.

Gallagher, K., & Kushnir, A. (2022). Hope in a collapsing world: Youth, theatre, and listening as a political alternative. University of Toronto Press. Gallagher here writes about her research carried out in drama classrooms in Greece, India, England, Taiwan and Canada.

Haddon, A. (2013). Trust the process: Insights from making Raft of the Medusa with teachers. Drama: One Forum Many Voices, 19(1), 17–24. Haddon led a project with teachers using a painting as the catalyst that took the group through a theatrical examination of political issues.

Jackson, A., & Vine, C. (Eds.). (2013). Learning through theatre: The changing face of theatre in education (3rd ed.). Routledge. A key anthology on theatre in education with international contributions that also looks at the historic development of TIE, ways of working, case studies and discussions.

Nicholson, H. (2009). Theatre and education. Palgrave Macmillan. A terrific primer on the intersections between theatre and education.

O'Toole, J., Bagshaw, D., Burton, B., Grünbaum, A., Lepp, M., Morrison, M., & Pillai, J. (2019). Researching conflict, drama and learning: The international DRACON Project. Springer.

Tan, J. (2005). ‘One island’: A theatre-in-education approach in Singapore. NJ: Drama Australia Journal, 29(1), 45–50. This TIE project deals with citizenship and cultural identity in a South Asian context.

Winston, J., & Strand, S. (2013). Tapestry and the aesthetics of theatre in education as dialogic encounter and civil exchange. RIDE: The Journal of Applied Theatre and Performance, 18(1), 62–78.

Wooster, R. (2010). Theatre in education: More than just a health message. Journal of Applied Arts and Health, 1(3), 281–294. Written by an experienced TIE practitioner, this article identifies the nature of TIE and how its approaches may be used in theatre in health education.

Alrutz, M., & Hoare, L. (2020). Devising critically engaged theatre with youth: The Performing Justice Project. Routledge. This book offers effective ways to devise with young people on a range of social justice topics. See ‘Web resources’ for project website.

Bowles, N. (2005). Why devise? Why now? ‘Houston, we have a problem’. Theatre Topics, 15(1), 15–21. Addresses issues of discrimination and diversity in a devised TIE piece with and about lesbian, gay, bisexual, transgendered and queer young people (LGBTQ).104

Carklin, M. (1997). Rainbows and spider webs: New challenges for theatre in a transformed system of education in South Africa. RIDE: Research in Drama Education, 2(2), 203–213. This South African work shows the transition from a school-based to a community-based TIE project that draws on traditional African performance forms.

Gallagher, K., & Kushnir, A. (2022). Hope in a collapsing world: Youth, theatre, and listening as a political alternative. University of Toronto Press. Gallagher here writes about her research carried out in drama classrooms in Greece, India, England, Taiwan and Canada.

Haddon, A. (2013). Trust the process: Insights from making Raft of the Medusa with teachers. Drama: One Forum Many Voices, 19(1), 17–24. Haddon led a project with teachers using a painting as the catalyst that took the group through a theatrical examination of political issues.

Jackson, A., & Vine, C. (Eds.). (2013). Learning through theatre: The changing face of theatre in education (3rd ed.). Routledge. A key anthology on theatre in education with international contributions that also looks at the historic development of TIE, ways of working, case studies and discussions.

Nicholson, H. (2009). Theatre and education. Palgrave Macmillan. A terrific primer on the intersections between theatre and education.

O'Toole, J., Bagshaw, D., Burton, B., Grünbaum, A., Lepp, M., Morrison, M., & Pillai, J. (2019). Researching conflict, drama and learning: The international DRACON Project. Springer.

Tan, J. (2005). ‘One island’: A theatre-in-education approach in Singapore. NJ: Drama Australia Journal, 29(1), 45–50. This TIE project deals with citizenship and cultural identity in a South Asian context.

Winston, J., & Strand, S. (2013). Tapestry and the aesthetics of theatre in education as dialogic encounter and civil exchange. RIDE: The Journal of Applied Theatre and Performance, 18(1), 62–78.

Wooster, R. (2010). Theatre in education: More than just a health message. Journal of Applied Arts and Health, 1(3), 281–294. Written by an experienced TIE practitioner, this article identifies the nature of TIE and how its approaches may be used in theatre in health education.