Compare and contrast the teaching of drama and the teaching of a novel

Drama can be defined as a piece that is written to be perfomed whilst a novel is a written piece
meant to be read. The term ‘drama’ has two meanings. One defines it as a genre of literature; the
other is similar to a play. Dictionary.com defines drama as “a composition in prose or verse
presenting in dialogue or pantomime a story involving conflict or contrast of character,
especially one intended to be acted on the stage.” On the contrary, Dictionary.com defines a
novel, as ‘a fictitious prose narrative of considerable length and complexity, portraying
characters and usually presenting a sequential organization of action and scenes.’ Hence given
the distinct differences, the way in which these two concepts are taught is also different. Thus
this essays serves to bring out the differences as well as the similarities that exist in teaching
these concepts.

For starters, the main similarity between drama and novel is that they are both written though for
different purposes and in different ways. In a drama a written story is presented in which each
character plays a role in each situation and their interventions are reflected in the dialogues.
Hence when teaching drama, it is important that the learners are well informed about the
character they will be playing. They have to get into the character and indulge with it deeply in
order to produce commendable results, (Mula, 2007). It can be noted that in some cases, drama
teachers look for someone who has almost a personal connection to the role they will be playing
so that it will come out in its realest form. For instance for a role of a child who lost a parent, the
drama teacher may look for someone who really lost a parent so that they can connect with the
role on a personal level. However, as this will be going on, it is imperative for the teacher to be
sensitive as the role on its own may trigger inexplicable emotions in the individual perfoming the
role and this may ruin the performance. In teaching a novel however, there is no need for
individuals to connect with the roles they will be playing as the novel will be for reading
purposes. However, it can be helpful for the reader or listener to also try and see and feel from
the writer`s or character`s perspective so that they understand what the writer was trying to
portray.

Moreover, teaching drama requires innovation. The drama teacher has be innovative in order to
come up with a pleasing play or act. In as much as the script will be containing specifics on the
set up and how the characters should perfom, it is imperative that the teacher is in a position to
make adjustments to suit the area in which the play is being perfomed as well as the audience.
Adjustments can also be needed in making the set up more interesting but without distorting the
original meaning. In some cases there is need for improvising especially when there are not
enough resources, (ProWriting, 2021). For instance, the performance of a drama in theater in a
country less developed like Zimbabwe, it might be quite cumbersome to acquire all the props
needed to make the play successful, hence as a drama teacher, one has to be in a position
whereby they can improvise and make the best out of the available equipment. In addition,
teaching drama requires the teacher to clearly highlight to the students the importance of their
imagination. Acting out a role does not only require one to master the words but to also have a
vivid imagination so that their actions are in coherence with the words. Unlike teaching a novel,
teaching drama requires much more work as there is more to be done than just reading. Never the
less it does not entail that teaching novels is mere reading.

In as much as the novel is designed to be read out and heard, the reading has to make sense.
Reading out a novel should as much as acting it out provide a visual not only to the listener but
to the reader as well. The tone, and attention to punctuation is imperative in reading a novel.
Hence in teaching of a novel, it is important that the teacher themselves is able to do the above
mentioned so that they can impart it to the students. Tone and punctuation as well as a few
gestures are very important as failure to pay attention to this may distort the meaning of the
story. More so, novels can be written in first or third person and the events that are given can be
described by means of dialogues and also the thoughts of the personages can be described; which
is not possible in the case of a drama, (Docenti, 2017). Hence, when teaching a novel it is
important that the reader indulges with the thoughts and emotions of the characters. This is one
characteristic of a novel that makes it stand out from drama.

Furthermore, a novel states the background of its story just like in short stories but rest of the
proceedings is ‘evolved’ out of description of environment and interactions between characters.
It means that author of a novel does not tell all the story to readers because here readers have to
understand the story proceedings out of the description of situations that are faced by characters
as well as out of dialogues between those characters, (Docenti, 2017). Hence, the difference that
can be depicted from this is that in drama, the environment is seen rather than described. In
Drama, everything including background, emotions and dialogues between characters are not
‘described’ but are ‘presented’. All the story proceedings shall come out of dialogues between
characters or even out of ‘self-talking’ of characters because this ‘self-talking’ technique is often
used in Dramas with the view to ‘present’ the background of the story of Drama. Unlike a Novel,
In Drama, even the relationship between characters is not described, (Mula, 2007). Audience
should understand the relationship between those characters just out of type of interaction
between those characters or out of exchange of dialogues between them. Hence, in light of this, it
is important that teachers of these two are fully aware of the differences that exists between them
so as to know what and not what to do when presenting them.

In addition, drama provides learners with a realistic need for communicating and attempts to
bridge the gap between the kind of carefully controlled language work that is often done in the
classroom (grammar, vocabulary and skills work) and the complexity of unpredictable language
and behaviour we are confronted with outside of the classroom, (Mula, 2007). Teaching drama is
also important as drama emphasizes the importance of cohesive group work and therefore builds
trust between learners, thereby reducing stress and building confidence. It also encourages
students to take pride in any kind of performance work as learners have to rely on each other to
produce something of value and quality. As a result their self-esteem and motivation are
increased through their achievements. To add on, drama is fun, unconventional and an often-
needed physical release, (Gocen, 2016). It frequently generates laughter and a relaxed
atmosphere, promoting an ideal learning climate. Henceforth, teaching drama can be a good way
of bringing out the best in people not only in the actors but in the audience as well as it helps
relieve stresses.

In teaching of novels, it is important for teachers to create suspense. When students read alone,
they naturally keep reading at these dramatic points hence stopping them brings attention to the
craft of the author and will help them create the same effect in their own writing. Also, many
students struggle to sit still for long periods of time, hence it is important for the teacher to let
them stand up whilst the novel is being read, (Betweendifference, 2017). Creating suspense
whilst reading a novel helps the listeners or students to feel the need to continue with it till the
end and it also helps them to get some time to digest what they would have read. It also helps to
see whether or not they are understanding the story and are in sync with the reader. However, in
drama, very little suspense is created and if it is created it is only for a short period of time as
there is no stopping in the middle of an act. Also, the discussion that can be done in the middle of
a novel reading to check if the students are following cannot be done during drama. Hence if the
students miss out on something as they watch the drama, they cannot revisit the act. Therefore,
when it comes to teaching drama, ensuring that participants as well as the audience pay great
attention during the entire process.

Moving on, when teaching the reading of a novel, it is important that only one person, that is the
teacher in most cases reads out the novel. It helps in making it more understandable rather than
having the novel read out by a number of different readers. Taking turns to read oftentimes ruins
the flow of the story as each and every reader has a different way of understanding tones and
punctuations as well as gestures, (Chougule, 2015). When teaching drama on the other hand, the
teacher has to ensure that each individual grasps the part they are supposed to play. Since drama
involves a lot of people and interactions it is important that before commencing the act, the cast
or the individuals acting get to know each other and develop a cordial relationship. This will
enable them to interact with each other well on set. In addition, in as much as there will be an
already set script, it is important to accommodate the ideas of the role players especially on how
to improve the presentation of the drama, (Gocen, 2016). Hence, teaching of drama is not a one
man job, rather it requires the collaboration of everyone in order to make it a success where as a
novel can just be read by one person who may opt to engage or not to engage the audience.

To add on, in teaching drama, it is important for teachers to include ice breakers before the actual
lessons. An ice breaker with help take the students off the edge and will put the students in the
mood for the lesson. Ice breakers can be in the form of songs, or games. These also help the
students to develop a good relationship between each other which is necessary for the play. It is
extremely important that students feel safe and comfortable before any teaching activity begins.
Teachers should carefully choose these types of activities. They should avoid buffoonery, yet
make the activities fun for the students. These are great acting games for students who have
never participated in a drama activity, or if more experienced students need a break from tiring
activities. Adding on to the teaching of novels, Chougule, (2015) postulates that for a novel to be
compelling now and memorable later, it most work at a thematic level. That is, it must address a
universal concept to which students can relate. Therefore, it is imperative that the teacher reads
through the novel first before reading it loud to the students. This is so that the teacher does not
get any surprises that may disrupt the flow of his or her reading. In addition, a teacher can only
come up with a theme or a thermatic areas from the novel if they have read it prior to reading
before the class. The same concept also applies for drama. Hence this is another similarity that
exists between teaching of drama and teaching of novels. It is important that the teacher reads
through the script so as to know the qualities that are needed in the individuals taking up certain
roles.

Furthermore, Docenti, (2017) indicates that as far as teaching drama is concerned, the teacher
should ensure that if students are going to tell a story or dramatise a text or a scene, emphasise
the importance of experimenting with volume, pace, pitch, tone, gesture and facial expression to
develop their character. This enables the audience to get a clear visual of what the character is all
about. It also enables the student to connect better with the character. A drama teacher should
also allow students time to consider in detail the scene and characters they are to play in a role
play or improvisation. Give them time to rehearse. This is very crucial as it enables the student to
fully prepare for their role so as to carry it out with confidence. Lack of adequate time for
rehearsal will result in the student going on stage anxious, scared and in worst case scenarios
they may end up forgetting their lines. Docenti also points out that drama caters well for mixed-
ability groups as less challenging roles and responsibilities can be given to less able learners and
more able learners can be used to demonstrate an activity or take leadership responsibility within
a small group. In fact, giving this kind of responsibility to less-motivated and boisterous students
can also be effective thus bringing out the significance of teaching drama at every level.

In addition, Chougule, (2017) indicates that teaching drama in particular motivates the students
to think independently and to enjoy the feelings and emotions that the play arouses and it also
enables the students to have a total dramatic experience. Henceforth, it is the role of the teacher
to employ various teaching methods in order to achieve the desire effects on the students and it
also offers the teacher an opportunity to engage the students in learning actively. Novels on the
other hand enhances the imagination of the student and also enhances their reading skills in the
event that they have to read it on their own. In as much as the two aspects are similar in more
ways than one, different approaches are employed by the teacher in teaching them.

In conclusion, teaching of drama and teaching of novels are more or less the same as both
involve written content which is however presented differently. The teaching of drama however
involves more physical action as compared to the teaching of novel as it involves physical
visualization of the written content. However, with drama it is difficult to see the feelings and
thoughts of the characters as compared to the novel which distinctly brings out the feelings and
thoughts of the characters. More so, the teaching of drama requires the teachers to be innovative
and strategic in order to produce commendable results. The teaching of novels on the other hand
requires the teacher to read and fully understand the novel prior reading it out to the students.
Reference List

Betweendifference, (2017) Difference Between Drama And Novel, Difference Betweenz 

Chougule, R, (2015) Methods of teaching drama, Marathwada University

Docenti, F., (2017) The what, why and how of drama in language teaching, MLABlog

Gocen, A., (2016) Drama for all: A guide for teachers and students, Harran University

Mula, K.,(2007) Some Relations & Differences between ‘Novel’ & ‘Drama’, Using English

ProWriting, (2021) How to Teach Reading: Whole Novel vs Extract Texts, ProWriting