Abstract
Given recent developments in neuroscience, today's research into cognition and learning theory makes it more possible to move beyond saying that learning happens through theatre and toward grounded theories about how that learning happens. The author considers the overlap between theatre practice and a review of recent cognition research. This article strives to accomplish three things: to summarize areas of cognitive research that could be of particular interest to theatre practitioners and researchers, to suggest possible areas of theatre research, and to share developments on ongoing work between cognition and theatre/drama in education.
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