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NJ is a peer-reviewed journal published by Taylor & Francis, covering Theatre and Performance Studies, Creative Drama in Education, Art Education and Development.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." NJ 12 (3): 45–58.
Formats any DOI in NJ style. No sign-up. |
| Publishes research in | Theatre and Performance Studies Creative Drama in Education Art Education and Development Teacher Education and Leadership Studies Human auditory perception and evaluation |
| ISSN | 1445-2294 |
| h-index | 13 |
| i10-index | 16 |
| Total citations | 1,403 |
| Top institutions publishing here | The University of Melbourne |
| Journal website | www.tandfonline.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
In this paper, Maxine Greene illuminates the concept of an aesthetic education within her discussion of the work of New York based dance company STREB. Elizabeth Streb's daredevil, postmodern acrobatic performance piece provides this paper with the metaphor of the wall—from the glass wall through which the STREB dancers literally ‘break through’. The idea of…
Process drama is a highly engaging participatory form that is capable of generating rich opportunities for learning. This is especially the case when the drama experiences are built upon pretexts that are aesthetically charged and when the work itself is structured and facilitated by educators with a deep understanding of its true nature. However, in…
As countries moved to halt the spread of the COVID 19 pandemic in 2020 access to physical sites of learning was restricted, so teachers across diverse educational contexts were required to rapidly embrace different modes and combinations of delivery. With a desire to profile the voices of teacher experience, a number of educational researchers initiated…
Many educators have long understood that affective, social and experiential components impact on learning and in particular on longer lasting, meaningful learning. To further understand the dimensions of such experience and how this phenomenon may be understood, cultivated and researched, the concept of perezhivanie is being revitalised and interrogated. In the field of sociocultural or…
This paper examines two quite different examples of drama and theatre education in order to identify how drama curricula are shaped, both by external forces and by a common pedagogic and artistic tradition or trajectory. The paper argues that the first and most significant shaping of curriculum is in response to the ideological and political…
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