Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • Chapter 6 - Dramatic Methods of Teaching

  • from Part III - Theatre, Education, and Worker Wellbeing
  • Catherine Hindson, University of Bristol
  • Book:
    Theatre in the Chocolate Factory
    Published online:
    23 June 2023
    Print publication:
    13 July 2023, pp 200-230

  • Summary

    In many ways, the entire Cadbury’s enterprise was rooted in a commitment to the ongoing education and development of all staff. Education programmes created and sponsored by the firm sought to do more than secure accrual of knowledge, and that recreational activities that foregrounded learning new skills were understood to be as important as the content of more formal educational curricula. Both were viewed as self-development opportunities. As 1926’s Work and Play asserted, ‘the worker acquires in himself sharpened faculty and fuller capacities derived from his experience [in participating] in those activities, and a larger knowledge of men and affairs’. Chapter 6 details the range of educational opportunities on offer to employees, alongside those that the firm supported that were not exclusively for their own staff – including the Day Continuation Schools and Fircroft and Woodbrooke Colleges, and considers the use of drama as an innovative pedagogic tool at Bournville and performances staged for, and as, learning.