Title

"Designerly" Ways of Reading: Insights From Reader Response in Drama for Enriching the "A" in Language Arts

Author(s)

Treavor Bogard, University of DaytonFollow

Document Type

Article

Publication Date

4-1-2016

Publication Source

LEARNing Landscapes

Abstract

In this interpretive case study of reader response in drama, a drama troupe is the context for illuminating how young actors read in "designerly" ways; that is, how their reading processes facilitated constructive, solution-focused thinking in their development of characterizations. By examining the nature of reader response in the drama troupe, I hope to help educators understand how design thinking occurred as an aesthetic reading practice and consider ways in which design thinking can be cultivated in the language arts classroom. I argue that design thinking inspires the young to engage the imagination, practice teamwork, and take risks as they work to make their visions real. Perhaps most importantly, I contend that design thinking can help prepare the young for facing complex and highly ambiguous problems characteristic of 21st century participatory cultures.

Inclusive pages

87-104

ISBN/ISSN

1913-5688

Document Version

Published Version

Comments

LEARN holds the copyright to this article; however, any article may be reproduced without permission, for educational purposes only, provided that the full and accurate bibliographic citation and the following credit line is cited: Copyright © 2016, LEARN, www.learnquebec.ca; reproduced with permission from the publisher.

Permission documentation on file.

Copyright

Copyright © 2016, LEARN

Publisher

LEARN

Volume

9

Issue

2

Peer Reviewed

yes

eCommons Citation

Bogard, Treavor, ""Designerly" Ways of Reading: Insights From Reader Response in Drama for Enriching the "A" in Language Arts" (2016). Teacher Education Faculty Publications. 31.
https://ecommons.udayton.edu/edt_fac_pub/31