@article{oai:dwcla.repo.nii.ac.jp:00000173,
 author = {依田, 真奈美 and YODA, Manami},
 journal = {Asphodel, アスフォデル},
 month = {Jul},
 note = {application/pdf, AN00000289-20130726-125, The present study aims to examine the theory and practice of Harriet Finlay-Johnson's dramatic teaching and to compare her method with that of Henry Caldwell Cook. Finlay-Johnson and Cook have been regarded as two great pioneers of theatrical education in England appearing in the early 20th century. However, Finlay-Johnson's attitude toward theatrical teaching was fundamentally different from that of Cook's. Cook not only used acting as a means for language education but also saw it it as an end. On the other hand, Finlay-Johnson had persistently used theatre as a tool for teaching all subjects. It is true that their difference in attitude came partly from their different educational orientations, but their fundamental distinction is also reflected in their view of theatre. While Cook embraced the traditional view of theatre, Finlay-Johnson clung to the realism view of theatre. Her view of theatre had much to do with her considemtion of acting as a means to improving knowledge and eliciting sdf-expresston. Her educational orientation and this realism view of theatre led Finlay-Johnson to use theatre as a tool for education.},
 pages = {125--150},
 title = {Harriet Finlay-Johnson and Henry Caldwell Cook},
 volume = {48},
 year = {2013},
 yomi = {ヨダ, マナミ}
}