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Theorizing the imaginary character in David Holman's the small poppies

Hains-Wesson, Rachael 2015, Theorizing the imaginary character in David Holman's the small poppies, Youth theatre journal, vol. 29, no. 2, Theatre, pedagogy and borders, pp. 91-104, doi: 10.1080/08929092.2015.1078865.

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Title Theorizing the imaginary character in David Holman's the small poppies
Author(s) Hains-Wesson, Rachael
Journal name Youth theatre journal
Volume number 29
Issue number 2
Season Theatre, pedagogy and borders
Start page 91
End page 104
Total pages 14
Publisher Taylor & Francis
Place of publication London, Eng.
Publication date 2015-10-19
ISSN 0892-9092
1948-4798
Keyword(s) Theatre
Imaginary character
Summary For this project, I focus on David Holman's The Small Poppies (1989) as a case study to highlight the significance of the imaginary character in a stand-out Australian theatre-in education (TIE) play. The main premise of the article is to extend the study of imaginary characters and its association with young children, using a reflective inquiry that is based on an artist-in-school practitioner's viewpoint. Holman's play negotiates the competing forces between a child's positive notions about the imaginary companion and society's varied comprehension of such imaginings, which at times is unflattering. The story of Clint and his imaginary dog, Digger, in The Small Poppies emerges as a micro-socio-psychological phenomenon in the form of: (1) an invisible, known identity; (2) an emotional stabilizer; and (3) shared imaginings. In this study, the analysis pivots solely on the imaginary character at particular performative "turning points" (Bullock and Ritter 2011) within the play. The theorization of the imaginary character in The Small Poppies offers a new perspective for young people's relationships with imaginary characters from the field of Australian TIE.
Language eng
DOI 10.1080/08929092.2015.1078865
Field of Research 130103 Higher Education
1904 Performing Arts And Creative Writing
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30081431

Document type: Journal Article
Collection: School of Education
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