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Making the Body Visible through Dramatic/Creative Play: Critical Literacy in Neighborhood Bridges
Lewis, Cynthia; Doerr-Stevens, Candance; Ingram, Debra (Center for Applied Research and Educational Improvement, 2010)
 

Title 
Making the Body Visible through Dramatic/Creative Play: Critical Literacy in Neighborhood Bridges

Issue Date
2010-11

Publisher
Center for Applied Research and Educational Improvement

Type
Report

Abstract
This report describes and examines the meaning and use of critical literacy in The Children’s Theatre Company’s Neighborhood Bridges (Bridges) program. Critical literacy is an orientation to reading that includes an understanding of how texts (oral stories, books, media) position readers (listeners/viewers), how readers position texts, and how texts are positioned within social, cultural, historical, and political contexts. Critical literacy is central to the philosophy of Bridges, which involves elementary and middle school students in storytelling and creative drama. An important goal of the program is to develop in children the capacity to analyze and challenge dominant social and cultural storylines as they create new storylines through imaginative retellings and reenactments. Of particular interest in this report is how critical literacy is facilitated via various opportunities for drama/creative play and Teacher Artist interactions with students during the four phases of a typical Neighborhood Bridges session.

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Suggested Citation
Lewis, Cynthia; Doerr-Stevens, Candance; Ingram, Debra. (2010). Making the Body Visible through Dramatic/Creative Play: Critical Literacy in Neighborhood Bridges. Center for Applied Research and Educational Improvement. Retrieved from the University of Minnesota Digital Conservancy, http://purl.umn.edu/139270.


Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.