Drama And Theatre Essay Research Paper The

Drama And Theatre Essay, Research Paper

The question asked is ‘what is drama.’ Can we truly define it. Is there a

‘textbook’ definition of something that can be so personal. What is drama in

relation to theatre. Why is drama so important. What are its uses, its aims.

Some have said that drama develops self-esteem and encourages creativity and

imagination. This is true, and will be demonstrated through examples from

personal experiences. Usually the first thing that occurs in a drama class is

that someone will ask for a definition of the word drama. Most of the class will

look away, as if in deep thought praying that they are not called on, because

they do not know the answer. At first glance, it seems a simple question, but as

one begins to delve into the true nature of drama, the answer is not so cut and

dry. For some, drama is a type of television show, such as a hospital or lawyer

show. For others, it is that section of the movie rental place where all ‘chick

flicks’ are. For still others, drama means Sophocles, Euripides, and Aeschylus.

For teachers, drama means all and none of these things. A clear definition is

needed in order to lead the students in various activities, and towards various

goals. What good is it to have the students explore within themselves if the

teacher does not know what the aim or direction of the exploration is. Many

teachers claim that their purpose of drama is to develop the child’s sense of

self. This however is slightly vague. Most people in education strive for this

in one way or another. Bettering the child in body mind and spirit is a general

goal for teachers, so this idea is not particular to drama. So then, what

exactly is drama. There is one school of thought that defines it as "an

expressive process which is best understood through the idea of symbolization

and its role in the discovery and communication of meaning"(McGregor 24).

This is an accurate definition, as it also goes on to explain that drama is

‘multi-faceted’ and that he child gains experience through "voice,

language, the body as prime means of expression; and the associated media of

light, sound and space"(McGregor 24). I have had many opportunities to

participate in dramatic activities, and to express myself in different ways. One

such activity I engaged in was a dance drama while attending my final year of

high school in Toledo. The song was entitled ‘Forever Young’ and it was about

growing up and growing old without knowing one’s place in life, without ever

being happy. The melody was almost regretful in tone, and the lyrics were

pleading in nature. At this point in time, I was two months away from

graduation, about to leave the place I had called home for five years. I was not

yet ready to leave my youth and enter into the unknown world of university. I

was afraid, reluctant, and introspective, much like the protagonist of the song.

Through dance, two other girls and I expressed our feelings on graduation. We

used gentle movements; always aware of the softness of the angles our bodies

were making. The arms were always curved, the head rolling into positions, as

opposed to jerking. The lights were dimmed, with only a pale, white light

focused on the center of the stage, giving it a bit of a glow. Since we had

three characters, we decided to act out three stages in life: the child, the

teenager, and the adult. The child was dancing in the center of the stage,

playing with the light, dancing with imaginary friends, happy, carefree,

oblivious to its surroundings, and interested only in the moment. The teenager

was standing just beyond the light of childhood, attempting to interact with the

child, but never actually crossing the light. She would circle around it, look

inward with longing, then turn with her back to the light, facing adulthood with

fear and trepidation. She would take a few steps in one direction, then turn the

other way, and take a few more steps, as if she were lost and confused, like in

a maze. She could always see the child behind her, but not the adult in front of

her. The teenager’s movements were mostly turns, implying confusion, and

constant changes of direction. The adult was seated on the edge of the stage,

watching the action. She began as an observer, as if remembering her past, but

as the dance continued, she would stand up, walk around a little, then sit back

down again, making good use of levels, but never distracting from the main

action. The adult was reminiscent; she watched and reacted to the other two as

if reliving her time as a teenager and her apprehensions on growing up. We were

expressing our fears and worries through body movements and non-verbal

expressions. Each of us had the chance to play all three roles, so we could

experience three different emotions. Switching around like that allowed us to

see the issue fr

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