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Movement and drama with mentally retarded children in the United Kingdom : a survey of recent literature and current practices

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Hale, JA (1978) Movement and drama with mentally retarded children in the United Kingdom : a survey of recent literature and current practices. Unspecified thesis, University of Tasmania.

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Abstract

In Part One the definition of mental retardation, as formulated by
the American Association on Mental Deficiency, is adopted and examined in
relation to the needs of mentally retarded children. The definition is
seen as useful in that it emphasises current adaptive behaviour, avoids
etiological considerations, and sees prognosis as a function of associated
conditions together with treatment and training opportunities.
The child's view of himself vis'a-vis the world at large is discussed,
particularly as it relates to his and society's expectations. In developing
the discussion it becomes imperative to analyse those concepts which appear
to describe the child's mental, physical and emotional states and which are
thought of as motivating his behaviour. Such concepts include the selfconcept
and self-esteem; failure and success as personally felt and socially
observed phenomena; emotional security, displacement, competence and
effectance; sensitivity to external cues and a generalised defensiveness;
imagination and creativity.
Part Two investigates the expressive arts in general and drama and
movement in particular for the mentally retarded child; their place in his life and right and as a therapeutic mode.
There follows a comparison of proposals and techniques (and their underlying
rationale) for drama and movement as advocated by some important teachers
and writers, and those they have influenced. Movement as the common
denominator of all human activity is discussed and, in conjunction with drama,
is offered as establishing and supporting a sense of valuable identity.
The relationship between the capacity for emotional experience and the
opportunity for such experience is probed; earned success emerges, from the
writers' views, as a corner-stone for the strengthening of self-esteem and
the consolidation of emotional security.
A description of a selection of practical movement and drama sessions
in which the present writer has been involved forms Part Three of this study.
Work described includes one-to-one foundation movement with severely subnormal
children (SSN); movement with autistic children; group role-play with
SSN children; free drama and one-role sessions with moderately subnormal
children (ESNM).

Item Type: Thesis (Unspecified)
Keywords: Children with mental disabilities, Drama in education, Movement education
Copyright Holders: The Author
Copyright Information:

Copyright 1978 the Author - The University is continuing to endeavour to trace the copyright
owner(s) and in the meantime this item has been reproduced here in good faith. We
would be pleased to hear from the copyright owner(s).

Additional Information:

Thesis (M.Ed.)--Tasmanian College of Advanced Education, 1979.

Date Deposited: 09 Dec 2014 00:08
Last Modified: 27 Mar 2017 23:40
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