In everyday life, experiences are ‘framed’ or presented from sociological, cultural, political, philosophical, communication, historical, or psychological perspectives, and this has become increasingly prevalent in our digital world dominated by social media. Frames shape the way we interact with and make sense of events depending on how they are presented or experienced by us. Shifting frame can result in changing the viewpoint we hold about our circumstances and help us to interpret and make sense of situations experienced.
The term ‘frame’ is widely used in drama in education (DiE) and is usually traced to Goffman’s (1974) sociological conception of frame. In DiE, frame is an important planning and organisational principle and an effective approach to stimulate critical thinking, practice, and evaluation. In this presentation, Prof Carmel O’Sullivan will identify the key tenets of frame and explore how dramatic frame supports participants to identify with a role, take on a point of view associated with that role in a fictional setting, and deal with obstacles they are confronted with (dramatic tension). She will discuss how frame can be deepened to prevent mono-perspectivism and fulfil several functions, such as placing participants in relationship to the dramatic event, increasing affective involvement while also protecting participants through frame distance, creating dramatic tension, and providing new perspectives on issues (Davis, 2014; Eriksson, 2011; Heathcote, 1984).
Keywords:
Drama in Education, dramatic frame, dramatic tension, Dorothy Heathcote
O’sullivan, C., Franz, S., Fagan, C., & Villanueva, C. (2022). Using Frame in Drama and Theatre in Education. Teatro, (7), pp. 71–83. https://doi.org/10.5354/0719-6490.2022.68004
