Evangelical Theological College

Drama Teaching Method

Submitted to: Alemseged Ketema Ph.D.

Course: Principles and Methods of Teaching

Natnael Emishaw

Id 202271, Box I-5

Melkamu kessmie

Id 202048

Addis Ababa

14 November 2023
Introduction

Can you imagine the sermons and teachings of Jesus without their artistic presentation? Or the
way he hides and reveals mysteries in a creative way? As educators, we understand that people
learn differently and at different paces because of their biological, mental, and emotional
differences. Creating an effective educational environment that provides opportunities for
students to engage in creative teaching methods that cater to their individual learning styles is
necessary. Creating an effective learning environment, improving student engagement,
increasing their collaboration, and supporting the development of critical thinking and creativity
are some of the main assignments of a teacher.1

The drama method in education is a valuable tool for promoting personal and social
development, as well as academic achievement. It helps individuals develop emotional
intelligence and a sense of belonging, which are essential for overall well-being. In today's
technology-driven society, the drama method can help compensate for the lack of social
communication by creating a sense of community and fostering self-expression. Additionally, it
can be an effective way to capture and maintain students' attention in the classroom.2

By incorporating a variety of creative teaching approaches, educators can foster a dynamic and
interactive learning experience that encourages students to think critically and explore new ideas.
This will ultimately help students develop important cognitive skills and make meaningful
connections with the subject matter, while also promoting personal and social development,
emotional intelligence, a sense of community, and self-expression. 3 By embracing drama in
education, we can create more engaging, inclusive, and enriching learning experiences for
students, ultimately shaping the future of education.

What is Drama?

1
Ása Helga and Hákon Sæberg, Drama In Education (New York: Routledge, 2020), 26
2
Özge Özgür İşyar and Cenk Akay , “The Use of Drama in Education" in Primary Schools from the Viewpoint of the
Classroom Teachers: A Mixed Method Research,” Journal of Education and Practice, Vol 8, No 28, 2017
https://www.iiste.org/Journals/index.php/JEP/article/view/39513 (accessed 5 Nov 2023).
3
Ása Helga and Hákon Sæberg, Drama In Education (New York: Routledge, 2020), 26
Drama is a form of literature and performing art that involves the portrayal of characters and
stories through acting, dialogue, and performance. It can take many different forms, including
plays, skits, improvisation, and role-playing activities. 4 In their book Introduction to Literature,
the authors state that “Drama usually gives us a heightened sense of life as we experience it daily
—that is, of one character impinging on another, of actions having consequences, and of lives as
comically or tragically interconnected” 5

In presenting or making drama there are two types of presentation styles production Drama and
Process Drama. Production drama is more of a formal type that focuses on creating a polished
performance that is presented to an audience. On the other hand Process Drama is an informal
that emphasizes the process of drama and the thinking and learning processes associated with it,
rather than focusing on performance as the primary goal.

Process Drama may include performance as part of the learning process, but its main objective is
not performance. In whole-class drama, students typically create and perform their own work
and respond to each other's performances within the lesson. In Process Drama, the performance
is contained within the class and is not intended for an external audience like traditional theatre. 6
For the purpose of using drama as a teaching method we focus on Process Drama.

Process Drama or Drama-Based Pedagogy

Process drama, which has its roots in the work of pioneers like Peter Slade, has been most
notably championed by Dorothy Heathcote. This approach to drama education emphasizes the
transformative power of the dramatic process itself, rather than focusing solely on the end
product. Through engaging in process drama, participants are able to explore and embody
different perspectives and experiences, fostering a deeper understanding of what it means to be
human. Moreover, this method of drama education also serves as a valuable tool for developing
social skills and promoting empathy and understanding towards others.7

4
Sylvan Barnet and others, An introduction to literature fiction, poetry and drama (NewYork: Pearson Longman,
2008), 986
5
Ibid., 985
6
Patrice Baldwin, School improvement through drama (NewYork: Continuum International Publishing Group,
2009),98
7
Michael Anderson, ed., Master class in Drama education Transforming Teaching and Learning (United Kingdom:
University of Cambridge), 28
In her work, Heathcote emphasized the importance of creating an immersive and interactive
environment in which participants are able to step into the shoes of different characters and
explore complex social and ethical issues. Through this experiential approach, participants are
encouraged to engage in critical thinking, problem-solving, and collaboration, as they work
together to navigate the challenges presented within the dramatic context. Dorothy Heathcote
states that “drama is any action or situation in which we get involved taking an active role and
where the main concern is the attitude rather than the character we create.” 8

One of the key principles of process drama is the concept of the "mantle of the expert," in which
participants take on the roles of experts or authorities within the dramatic world. This not only
allows for a deeper exploration of different perspectives and experiences but also empowers
participants to take ownership of their learning and develop a sense of agency and
responsibility.9

Process Drama or Drama-based Pedagogy utilizes methods that integrate the physical and mental
aspects through the medium of drama/theatre. In Drama-Based Pedagogy, participants
collaborate actively as a group to envision new opportunities and to embody and interpret
meaning as a means of situating comprehension within the broader narrative of the human
experience.10 “In process drama, meaning-making is created through improvisation where
students and teachers co-create drama for themselves rather than an outside audience” 11.says
Peter O’Connor and Moema Gregorzewski, in a book edited by Asa Helga and Hakon Saeberg,
Drama In Education.

Benefits of Process Drama

8
Chandra Sakaran Kalidas, “Drama: A Tool for Learning” Procedia - Social and Behavioral Sciences Vol. 123,
March 2014, 445
9
Michael Anderson, ed., Master class in Drama education Transforming Teaching and Learning (United Kingdom:
University of Cambridge), 32-38
10
Kathryn Dawson and Bridget Kiger Lee, Drama-Based Pedagogy Activating Learning Across the Curriculum
(U.S.A., Chicago: Intellect Ltd, 2018), 31
11
Ása Helga and Hákon Sæberg, Drama In Education (New York: Routledge, 2020), 93
In the book edited by Asa Helga and Hakon Saeberg, Helen Cahill identified four important
points where Drama is significant in improving the social-emotional learning of students. Drama
for Description, Drama for Experiential Learning, Drama as a Rehearsal for Life, and Drama for
Critical Thinking.

Drama for description: The drama class allows students to share their experiences and explore
issues through storytelling. Techniques like improvised role-play provide opportunities for
students to express themselves and show their world. This Drama method can be used to capture
the voices of children and young people on topics that matter to them, positioning them as
important sources of information.

Drama for experiential learning: Engaging in dramatic activities provides students with the
opportunity to imaginatively and thoughtfully engage with different experiences. By embodying
different characters and situations, students can develop a deeper understanding of diverse
perspectives and emotions. This experiential learning process can help students build self-
awareness and social awareness, as they gain insight into their own feelings and behaviors, as
well as those of others.

Drama as a rehearsal for life: By enacting scenes that simulate challenging social situations,
students can develop their ability to respond thoughtfully and effectively in real-life scenarios.
This rehearsal for life can help students build confidence in their interpersonal skills and
decision-making abilities, as well as enhance their capacity for empathy and understanding.

Drama for critical thinking: Drama can be used as a platform for promoting critical inquiry
into social norms and practices that impact well-being. By engaging in dramatic presentations
that address social patterns and practices, students can develop their critical thinking skills as
they analyze and question the underlying factors that influence individual and collective
behaviors. This critical engagement with social norms can empower students to make informed
and thoughtful choices that contribute to their own well-being and that of their communities. 12

Advantage of Drama as a Teaching Method

12
Ibid., 60-63
Stefano Scotti, a teacher trainer in Florence, Italy, recently published an article on drama in
education. In his article, he examines various concepts for the use of theater in educational
institutions. One of the key points he highlights is the many benefits of incorporating drama into
the learning process, including:13

Expressing Emotions and Empathy: Drama provides students with a safe space to explore and
express a wide range of emotions. By taking on different roles and developing characters,
students can develop empathy by understanding and embodying different perspectives and
experiences.

Communication and Collaboration: Participation in acting courses requires effective

communication and collaboration between students. Through improvisation, script reading, and
group performance, students learn to listen, express their ideas clearly, negotiate roles and ideas,
and adapt to others' feedback.

Creativity and Imagination: Drama Education stimulates students' creativity and imagination,
encouraging them to think creatively, explore different possibilities, and take artistic risks.
Through improvisation and storytelling, students can develop their imagination and ability to
develop original ideas.

Critical Thinking and Problem Solving: Taking acting courses encourages students to think
critically when analyzing characters, scenarios and situations. They also have problem-solving
skills by overcoming challenges in creating scenes, resolving conflicts, or adapting to unexpected
situations.

Confidence and Self-expression: Engagement in drama helps students develop confidence and
self-esteem when performing in front of an audience or participating in group activities. It also
allows them to express themselves authentically and find their own voice, which increases their
confidence.

Language development: drama education contributes to language development by improving

verbal and non-verbal communication skills. Students practice articulation, tone, and projection

13
Stefano Scotti, Exploring the Power of Drama in Education in the Classroom, 15, June 2023
https://www.teacheracademy.eu/blog/drama-education/#introduction-to-drama-education (accessed 10 Nov 2023)
when speaking lines or expressing emotions. They will also develop skills in active listening,
observing, and interpreting body language, facial expressions, and gestures.

Personal and Social Consciousness: Engaging in drama develops personal and social awareness
as students explore their own identities, values , and beliefs while recognizing and respecting the
identities of others. Drama provides a platform to discuss social issues, question stereotypes, and
develop an understanding of different perspectives.

Reflection and self-assessment: Drama Education encourages students to reflect on their

performances, evaluate their strengths and opportunities for improvement, and set developmental
goals. This reflective practice increases self-awareness, self-regulation, and commitment to
lifelong learning.

Joy and commitment: Drama Education creates a fun and engaging learning environment by
capitalizing on students' natural inclinations to act and tell stories. This makes learning fun and
memorable and increases student motivation, active participation, and overall engagement in the
class.14

Limitation of Drama in Education

“Although numerous researchers have emphasized the tremendous effect that drama and
theatre can have on children's cognitive and affective development as well as providing abundant
resources for teachers, there still exists a gap between understanding its value and actually
applying it.”15 Says Shames Eldin Mohammed. Some of the reasons he discovered are:

Overwhelm with various terms used in drama and theatre: Many educators may feel
overwhelmed by the multitude of terms and concepts used in drama and theatre, such as
monologue, soliloquy, blocking, and stage directions. This can make it difficult for them to
incorporate these elements into their teaching and may lead to a reluctance to include drama in
their curriculum.

14
Ibid.,
15
Shames Eldin Mohammed, Investigating EFL Teachers’ Attitudes towards the Effects of Lessons Plans on
Classrooms Management https://www.noveltyjournals.com/issue/IJNREL/Issue-6-November-2021-December-2021
(accessed 10 Nov 2023)
Dramatic activities seen as time-consuming and unnecessary: Some teachers may view dramatic
activities as time-consuming and unnecessary, especially when they are under pressure to cover a
large amount of material in a short period of time. They may feel that drama is not essential to
the learning process and may prioritize other subjects over it.

Lack of teacher education courses related to drama and theatre: Many teacher education
programs do not offer comprehensive courses on drama and theatre, leaving educators ill-
equipped to incorporate these elements into their teaching. This lack of training can contribute to
a reluctance to use drama as a pedagogical tool.

Fear that children will not take learning seriously: Some educators may fear that incorporating
drama into the classroom will result in students not taking their learning seriously. They may
worry that students will view dramatic activities as frivolous or not academically rigorous,
leading to a reluctance to use drama in their teaching.16

Engaging Drama Activities for Different Age Groups

Kathryn Dawson and Bridget Kiger Lee referring to multiple research and authors argue for the
benefits of using drama as a pedagogical approach to improve the affective and intellectual
learning process for K-12 students.17 Chandra Sakaran Kalidas also with the qualitative study sho
conducted in a private school in Malaysia affirms the effectiveness of drama in college
education.18 Therefore if we can learn how to apply the method properly all age groups can
benefit from the principle of Drama based pedagogy.

For children, engaging activities may include storytelling, role-playing, puppetry, drama games,
and mini-productions. Teenagers can benefit from scriptwriting workshops, improvisation
exercises, character analysis, and theatre tech workshops. For adults, play readings, acting
workshops, community theatre projects, and theatre appreciation classes provide opportunities

16
Ibid.,
17
Kathryn Dawson and Bridget Kiger Lee, Drama-Based Pedagogy Activating Learning Across the Curriculum
(U.S.A., Chicago: Intellect Ltd, 2018), 16
18
Chandra Sakaran Kalidas, “Drama: A Tool for Learning” Procedia - Social and Behavioral Sciences Vol. 123,
March 2014, 446-448
for personal growth, community building, and lifelong learning. Incorporating these theatre
activities into educational programs can help individuals of all ages develop important skills and
enhance their understanding and appreciation of the performing arts.19

Conclusion

The integration of arts, particularly through process drama, has demonstrated its effectiveness in
enhancing the educational experience for students. By immersing students in a creative and
interactive learning environment, process drama promotes active engagement, critical thinking,
and empathy. It also provides a platform for students to explore complex issues, develop
essential communication and teamwork skills, and build confidence in their abilities. As such,
the incorporation of process drama into educational settings holds great promise for fostering a
deeper understanding of the subject matter and enriching the overall learning experience.

Furthermore, the potential benefits of process drama in education extend beyond traditional
classroom settings. This method of instruction has been shown to be effective across various age
groups and can be adapted to different subject areas, making it a versatile and valuable tool for
educators. Additionally, the use of process drama has the potential to support social and
emotional learning, as it encourages students to consider different perspectives and engage with
challenging topics in a safe and supportive environment.

As we continue to explore innovative approaches to education and exploration of drama as a

method of instruction is flexibility will of great importance. By gaining a deeper understanding
of its impact and potential benefits, educators can harness the power of process drama to create
dynamic and enriching learning experiences for students of all ages.

Bibliography

Anderson, Michael, ed. Master class in Drama Education Transforming Teaching and Learning
United Kingdom: University of Cambridge

Baldwin, Patrice. School improvement through drama. NewYork: Continuum International

19
Stefano Scotti, Exploring the Power of Drama in Education in the Classroom, 15, June 2023
https://www.teacheracademy.eu/blog/drama-education/#introduction-to-drama-education (accessed 10 Nov 2023)
 Publishing Group, 2009

Barnet, Sylvan, William Burto, William E. Cain, An introduction to literature fiction, poetry and
drama. NewYork: Pearson Longman, 2008
Dawson, Kathryn, and Bridget Kiger Lee, Drama-Based Pedagogy Activating Learning Across
the Curriculum. U.S.A., Chicago: Intellect Ltd, 2018
Helga , Ása and Hákon Sæberg, Drama In Education. New York: Routledge, 2020
İşyar, Özge Özgür and Cenk Akay, “The Use of Drama in Education" in Primary Schools from
the Viewpoint of the Classroom Teachers: A Mixed Method Research,” Journal of
Education and Practice, Vol 8, No 28, 2017
https://www.iiste.org/Journals/index.php/JEP/article/view/39513 (accessed 5 Nov
2023).
Kalidas, Chandra Sakaran, “Drama: A Tool for Learning” Procedia - Social and Behavioral
Sciences Vol. 123, ( March 2014), 445
Mohammed, Shames Eldin, Investigating EFL Teachers’ Attitudes towards the Effects of
Lessons

Plans on Classroom Management

https://www.noveltyjournals.com/issue/IJNREL/Issue-6-November-2021-December- 2021

(Accessed 10 Nov 2023)

Scotti, Stefano, Exploring the Power of Drama in Education in the Classroom, 15, June 2023

https://www.teacheracademy.eu/blog/drama-education/#introduction-to-drama-education

(Accessed 10 Nov 2023)