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Drama as a Tool in Interpretation: Practitioner Perceptions of its Strengths & Limitations

Published online by Cambridge University Press:  23 June 2015

Lynne Adcock  and
Roy Ballantyne
Lynne Adcock*
Affiliation:
University of Queensland
Roy Ballantyne
Affiliation:
University of Queensland
*
†Visitor Research Unit, University of Queensland, School of Tourism, Ipswich Campus, 11 Salisbury Road, Ipswich, QLD 4035, Australia. Email: ltarossetti@yahoo.com.au
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Abstract

Although environmental and heritage interpretation aims to connect humans with their natural and cultural heritage, and has the potential to contribute to a vision of sustainable living, it often falls short of engaging and inspiring its audiences. Some interpreters advocate the use of artistic approaches to create more affective (imaginary-emotional-sensory-aesthetic) experiences. One approach considered compatible is drama. Powerful dramatic experiences can embed interpretive stories in the emotions and leave enduring impressions. Drama is accepted as an interpretive tool overseas, yet it is under-utilised in Australia. How can it be used to strengthen interpretation in this country? This paper presents the outcomes of research investigating the perceptions of ten Queensland practitioners of dramatised interpretation regarding drama's strengths, limitations and value as a tool in interpretation. The authors contend that drama has much to offer interpretation, although further evaluative studies are clearly needed.

Keywords

Interpretationenvironmental interpretationenvironmental educationstorydramadramatised interpretationsustainabilityvisitorspractitionersperceptionsengagementprovocationlearningmeaning-makingaffectivecognitiveholisticconstructivistgroup learningsociocultural perspectivespersonal interviews
Type
Research Article
Information
Australian Journal of Environmental Education , Volume 23 , 2007 , pp. 31 - 44
Copyright
Copyright © Cambridge University Press 2007

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