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Teaching English through Drama

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Rebecca Patterson

Drama: What it can offer the curriculum

Help!

What on earth is she

talking about?

I wonder if I am making any sense?

Becky

Hong Kong Teachers

Some questions that you may be asking now.

What are they doing? What is happening? Where are they? Where is the teacher? Are they learning anything?

WHAT IS DRAMA? ‘ droa’ meaning ‘I do’ or more richly ‘I struggle to find

meaning’

This ‘struggle’ takes shape through the enactment of events, where all involved aim to express meaning using their bodies, voices, emotions, intellect and imagination symbolically and interactively

These ‘enactments’ are structuring using DRAMA CONVENTIONS. These conventions “are not structures in themselves, they are more like building

blocks or palette that is used…to create the structures” (Neelands,

1998)

The tools of drama are used in many different contexts: As an act of communication with an audience (theatre) In a therapeutic process In education and training

Drama in the National curriculum in EnglandDrama in schools can be found:

sometimes studied as an art form in its own right in primary phases and at KS3 (at Key Stage 4 & 5 through specific examination courses)

included in the English curriculum Orders at all Phases used as a method of learning in various subject areas

However, times of change are upon us with The Creativity Agenda and the new ‘Curriculum for Living’ and The Big Picture (QCA).

It has become increasingly more recognised that drama can meet the needs of our pupils and the education system by: Engaging and motivating pupils (making learning relevant and fun) Developing empathy and tolerance through ‘felt’ experiences Supporting Every Child Matters (5 areas: Safe, Healthy, Enjoy & Achieve,

Economic Stability, make a Positive Contribution)

According to recent writers, drama classroom activity…

is “Processual” (O’Toole1992) is continually negotiated/re-negotiated (ditto) is concerned primarily with the “making of meaning” as

opposed to the acquisition of propositional knowledge. (Neelands)

Connects with modes of learning other than linguistic/literary (as in Howard Gardner’s “Theory of Multiple Intelligences”)

Is a social art form Is often most “creative” when tasks are tightly structured

or constrained: paradoxically, not when complete freedom is offered to learners.

Can suspend normal classroom hierarchies and relationships (as in the use of Teacher In Role)

Using drama helps teachers to;

create a secure environment for learning to take place

help pupils to adapt to an ever changing society

have greater expectations explore and define roles and

responsibilities in the classroom.

Seeing possibilities for the future

Teaching five outcomes through Drama

Be healthy Stay safe Enjoy and achieve

Make a positive contribution

Achieve economic well being

Exploring my emotions and feelings through imaginative settings

Challenging others and being challenged myself

Through imagining and realising my ideas and intentions

Appreciating traditions and developing sensitivity to cultural differences

Communicating and expressing myself effectively and in a range of ways appropriate to needs.Understanding

and interpreting myself and others through role play.

Understanding how others see me

Developing a confidence in different unusual situations

Learning new ways to communicate and share ideas and feelings

Learning to lead, manage and support.

Developing a sense of identity and self worth

Considering the impact of myself on others around me.

Becoming enthusiastic, creative and critical; developing a taste for performance

Expressing myself imaginatively and creatively; joining a dramatic group

Developing an awareness of opportunities in in the creative and cultural industries

Being exposed to new

Knowing what to do in dangerous situations

Communicating my thoughts, ideas and feelings.

Learning to appreciate a wide range of dramatic experiences

A child who…..

Is a reflective learner Is responsive to change Is a risk taker Is a confident collaborator Is a creative contributor Is an independent enquirer Is unafraid to fail, to try, to question, to

challenge, to investigate…..

A teacher who is…

creative

making connections questioning

communicates well

confident takes risks

thirst for knowledge

curious generates ideas

flexible

perseveres

listens and reflects

critical self-editing

skilled

shaper

literate

willing to have a go

thinks for themselvesshows initiative

gets on well with others

makes a difference

acts with integrity

self-esteem

‘can do’ attitude learns from mistakes

is independent

Just like a child!Just like a child!

Push back boundaries

Take some risks

Are brilliant but unpredictable

Have big ideas

By using drama in our classrooms we can become the people who….

Allow yourself to be the child in your classroom.