Evaluating Students’ Agency and Development of Ownership in a Collaborative Playmaking Project

Abstract

In drama education theories of agency and ownership are implicit, as active participation is a central condition of drama action. In this article a teacher-researcher examines students’ individual and collective agency in collaboration during one playmaking project with an international group of 13–14-year-old students. Research question: How does students’ agency develop, and ownership strengthen in the collective teacher-student collaboration process during the playmaking project? The chronological and narrative analyses were based on the teacher-researchers’ observation, the playmaking material and video or audio-recorded lessons. Discussions with the teachers and the students participating in the project compiled the data. The student’s agency was analysed and classified during playmaking sessions by applying analytical tool of Rainio (2008), which was based on sociocultural theory. The development of the students’ agency is illustrated as a diagram showing emergence of the students’ passive, constructive and resisting initiative behaviour during the performance-making process. The teacher-researcher’s narrative describes the crucial events of the process and reflects on the student/teacher interaction and challenges of teaching. By resistance and critical attitude, the students tested their power and possibilities to influence in the project. Simultaneously the students’ ownership strengthened and initiative and responsibility taking increased. Conducting an ensemble in creating demanded a special pedagogical orientation: readiness for an open dialogue with students, transformation of the teacher’s role and a willingness to adjust to the process of learning.