Abstract

Abstract This essay considers the diverse pedagogical purposes the study of drama served in the rhetorical preparation of teachers at three progressive-era normal schools for women, the Framingham, Westfield, and Salem State Normal Schools. Drawing on scholarship and archival materials, I argue that these normal schools both introduced future teachers to drama as a tool to help their pupils learn and employed dramatic activity as a means to prepare future teachers for their lives in the classroom. Through work in drama, future teachers made explicit connections between learning and playmaking, pedagogy and theatrics, teaching and performance.

Journal
Advances in the History of Rhetoric
Published
2005-01-01
DOI
10.1080/15362426.2005.10557249
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Cited by in this index (1)

  1. Advances in the History of Rhetoric

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