Relationships in Educational Drama

Abstract

The pedagogical model proposed in this chapter has been developed as a result of the analysis of a wide range of data, gathered over a series of educational drama lessons with pupils aged 10-12 years in three Scottish Primary schools. The data comprised: interviews; observers' commentaries; pupils' evaluations; teachers' reflective journal entries and video recordings of the lessons. Close analysis of the data uncovered an overarching theme: that the nature of the relationships between the participants in drama lessons, and between the participants and the learning contexts, afforded a climate in which learning (in its widest sense) can take place. Context The drama lessons were based in narrative and story (Bruner, 2003): the stories of the people in the drama and the problems they faced (pollution, eviction, deforestation, disempowerment). The drama referred to here is issues-based, offering the learners, working both in and out of role, human dilemmas to explore and problems to solve. This was process drama, mainly improvised and employing a wide range of theatre-based strategies (Neelands & Goode, 2000). The strategy of teacher-in-role was central to the lessons, with the teacher adopting a range of stances from neutral to sympathetic or antipathetic. Relationships in Educational Drama: The Model The matrix (see Figure 1) sets out the elements pertaining to each of the four aspects of relationships that emerged from the analysis of the data from the lessons. It is offered both as a summary of the conclusions emerging from the research and as model for teachers and educators who are planning educational drama based on issues of human concern, for example, social or environmental issues. It is suggested that all four elements should be considered when planning, teaching and evaluating drama projects. The elements of the table are discussed in the following subsections .