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Adventures in Drama and Digital Animation: re-inventing the school play
The study is grounded on the premise that literacy is a malleable, dynamic and ideological construct (Cannon et al. 2018; Potter & McDougall 2017; Street 2003) that is as much about the capacity to participate socially and create meaning as it is to acquire knowledge and skills. The researchers and practitioners in this study propose that the representative forms and symbolic practices made available to children and young people in schools be multimodal, social and performative. The study explores literacy as an evolving condition encompassing everyday digital routines, vernacular storytelling, and different media forms in dialogue with established communicative practices. The study is developing a primary school play that integrates ‘performative digital animation’ into the narrative and set design of a more conventionally structured production.
3 Researchers
2 External Collaborators
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Status: Active
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