Hornbrook

Over the last few years I have been guided to a variety of excellent Drama sites by my students.
The sheer range and quality of the undertaking by individuals, theatre companies and universities, for example, is really impressive.
I have found much to inform my practice and to aid the undertakings of my students.
Recently however, I have been astounded by the narrowing of requirements from Drama teachers I meet. This has certainly been been happening for the last 3/4 years or so.
It would seem that the need for appropriate texts for monologues and duologues, schemes for exploring texts, Drama ideas for new Drama teachers and so forth has become a major priority. Pearson Publishing [Edxcel?], must be preparing their warehouses for a surge come next term!
I never really agreed with much of the thrust behind Hornbrook's ideas for Drama in Schools.
I always tell my students to make up their own minds about content once they know their students, parents and schools expectations. Normally in that order as well!
Not being part of the National Curriculum means they could truly be creative as teachers.
So how come the narrowing? What is happening in the training process guys? Has Hornbrook realised a dream?
Drama in schools, it seems to me, is currently rudderless. We appear to be drifting aimlessly. Just look at the range of Drama work at Key Stage 3 today compared to say 10 years ago.
MoE is fine if given enough time. Great for KS2 and early KS3 and then?
Drama in Education will not develop in the 21c. if it continues this narrow view. I am not persuaded by the current practice of many of my colleagues, in Higher and Further Education, that this is not the case. I only have to look at the work of my own colleagues and students to see this.

Bellamy, Starkey, Heathcote

You spend your life in academia. You write papers and books, attend conferences, give keynote speeches, become a reader, maybe even a professor.
Having gained a reputation for your subject knowledge, your university, yourself, you are then told to retire.
What do you do?
Well?
You get an 'agent', maybe somebody who has studied in your department or even a friend.
They then help you create a new career after university.
It could be Environmental Ecology, English History or Mantle of The Expert.
You need to update a little sure; a new idea possibly, even introduce new 'enterprises' to your 'clients', just remember to stay one step ahead of any competition, because your future depends on it.

Oh... and just hope that your new audience has no, in depth, understanding of your previous academic life.

You must then try to remain relevant, so that your ideas will then dominate current thinking in your subject area. This should then render all other attempts to move ideas forward redundant.
Years later like, for example, Slade, Way, Byron, Bolton, O'Neill, Neelands, Kempe you will be placed, eventually [ nowadays metaphorically ], on the university library shelf. Useful references for Drama in Education modules on English, Media Studies or Theatre courses.

Useful concepts in Education remain useful. Trust me.
Dorothy made a shrewd selection from a broad range of ideas worked over 30+ years in academia.
Like my students tell me, they always work better and feel sharper when being observed. Not when alone with a class.
MoE is a first class performance idea for all concerned but not the only one.