Why? Versus Why Not?: Potentialities of Aging in Shaw's Back to Methuselah

Bernard Shaw's critique of society's sacred cows, as well as his participation in the social, cultural and political marketplace in which he lived, resemble the new historical/cultural materialism of contemporary theory. In Back to Methuselah, Shaw examines the notions of aging and illuminates the degree to which our chronological standards of old age are sociological not biological constructs. This tour de force on aging both dramatizes age as a function of societal and/or individual choice, not as a biological given, and juxtaposes opinions toward aging in such a way that flexible attitudes toward the subject emerge.     

Narrative vignettes and online enquiry in researching therapist accounts of practice with children in schools: An analysis of the methodology

Aims: This article reviews a research methodology that uses an Internet mediated qualitative, narrative approach to provide in‐depth analysis of vignettes. The research sought to investigate the ways in which dramatherapists, based in different countries, understood the nature of therapeutic change in their work with children. Method: The article describes a qualitative approach to the generation of data by a combination of therapist‐authored vignettes, live, synchronous Internet mediated communication (aMSN Messenger) and email. Participants kept a diary of their response to the research and the article draws on this data within its analysis of the methodology. Findings: Samples of the data are used to analyse how such innovative, online methodology can develop effective access and relationships with geographically dispersed participants and as an effective way of investigating therapist practitioners' understanding of their practice.     

Teaching worldviews through creative drama for religious education in Turkey

Abstract

Over the last two decades, Worldview Approach has been mentioned in the field of religious education and spirituality. This article aims to determine the effects of creative drama on teaching worldviews and religions. The main purpose of Worldview Education is to assist individuals to have a broader and deeper understanding on self-identity, worldviews of others, and on the meaning and purpose of life. It also helps individuals to think on ontological, epistemological and ultimate questions about life, values and beliefs. The spiritual development of individuals has a need for several guidelines from the fields of philosophy, theology, and education. As an educational tool, creative drama increases imagination, creativity, problem-solving and critical thinking skills and assists students’ personal and emotional development. Combining Worldview Education with creative drama creates a multidimensional educational environment for a meaningful learning on religions, worldviews, and spirituality.     

When I grow down – music,spirituality and memory loss: A performative lecture on aging

This article uses a postmodern methodology to set out a model of life which consists of a time of growing up and learning to speak, and of growing down when the power of speech and cognition gradually disintegrates. It describes how this was presented at a conference partly by means of drama (including movement and music) at the beginning and ending of a lecture which was designed to show the important role of music at the beginning and end of life. The centre of the presentation sets out the research into the role of music in personhood, wellbeing and health. It examines the role of music in connectedness, community and identity. There is much evidence for the relationship between music and health which is leading to the possibility of doctors prescribing music. The growth of community choirs has seen the growth of a musical aesthetic which values wellbeing highly. A phenomenography of the musical experience clarifies the relationship between music and wellbeing and the potentially transformative effects of the liminal space created by the four domains of musicking – Materials, Expression, Construction and Values. It also sets out a way of presenting research that engages the mind, body, emotions and spirituality of the audience.     

The Drama of Couples Therapy

In the author's view, the intensity of couples/family treatment arises from a suppressed acknowledgment of reciprocity, of interconnectedness among family members, beyond the often familiar dynamics of blaming and deprivation. Eliciting a recognition of profound interdependence raises anxiety, and stands in opposition to culturally prescribed concepts of autonomy and independence. To this end, a dramaturgical model of couples/family is proposed and discussed, involving the therapist's participation as director, witness or audience, and protagonist.     

A father to love: eros and identification in boys – an emendation of Freud on the male oedipal drama

The relationship between a son and his father is usually characterized as primarily one of rivalry. In this emendation of classic oedipal theory, what has traditionally been referred to as the ‘negative oedipal relation’ is given prominence as a boy’s first emotionally significant relationship in which he initiates affection with another human being, his father. Such love is in the service of identification but is also as important as the template for a male’s later relationships with women (sexual), other men, and his children. A peculiarity of Freud’s relationship with his own father is suggested as the source of oversight of this element of the oedipal drama. A boy’s emotional reactive response to his mother is primarily one of gratitude in response to her love. Proactive loving is first experienced with his father.     

Proclaiming the Passion: Popular Drama and the Passion Tradition in Luther's Germany

Abstract

This article examines Martin Luther's opinions on popular drama, in particular his views on Carnival plays, Corpus Christi plays, and Passion-tide performances. A consideration of key works by the Lutheran playwright, Joachim Greff (1510-1552), provides an insight into the development of Lutheran biblical drama from its beginnings. It accordingly challenges the consensus that Luther objected to, and actively prevented, the performances of Protestant dramatizations in Reformation Germany of Christ's Passion and the Resurrection.     

Age,Emotion Regulation Strategies,Temperament, Creative Drama,and Preschoolers' Creativity

Based on Yeh's (2004) Ecological Systems Model of Creativity Development, this study investigated the effects that age, the use of emotion regulation strategies, temperament, and exposure to creative drama instruction have on the development of creativity among preschool children. Participants were 1164‐ to 6‐year‐old preschool children. This study categorized the emotion regulation strategies used by preschool children and developed a creativity test which includes the measurement of usefulness, an indicator of creativity that has, until now, been ignored. The main findings are that (a) 6‐year‐olds outperform 4‐ and 5‐year‐olds in terms of creativity; (b) emotion regulation strategies as well as a positive temperament have positive effects on children's creativity; (c) creative drama instruction contributes to children's creativity; and (d) age group, emotion regulation strategies, temperament, and creative drama instruction can collectively predict children's creativity.