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

  • Treavor Bogard University of Dayton

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.

Published
2016-04-01
How to Cite
BOGARD, Treavor. "Designerly" Ways of Reading: Insights From Reader Response in Drama for Enriching the "A" in Language Arts. LEARNing Landscapes, [S.l.], v. 9, n. 2, p. 87-104, apr. 2016. ISSN 1913-5688. Available at: <http://www.learninglandscapes.ca/index.php/learnland/article/view/Designerly-Ways-of-Reading-Insights-From-Reader-Response-in-Drama-for-Enriching-the-A-in-Language-Arts>. Date accessed: 20 jan. 2018.