Louise Heeran Flynn, Trinity College Dublin

7 comentarios

1. Estimada Profesora Louise. Le envío mi agradecimiento por la narración de su experiencia innovadora que abre nuevas puertas a la atención a la diversidad. El teatro conlleva muchas horas de trabajor… Mi cuestión es si la actividad de DRAMA es interesante incluirla en las programaciones educativas o si no hay tiempo suficiente para desarrollar esta actividad en los centros educativos. Muchas gracias.

   1. Dear Professor Fombana,

      Thank you so much for your question. This is a very relevant question as we know that educators and teachers are time-poor so these techniques must be easy to use and not time consuming.

      To answer your query – I would say absolutely – on both counts!  Firstly, let me take your query in relation to whether drama in education is interesting for the classroom.

      In drama in education, the learning is intentionally connected to curricular content. In this way, the teacher/educator can be assured that they are still working on relevant content. What differs with this approach is that, in keeping with inclusion and universal design for learning, students are given the opportunity to put forward ideas about scenarios that matter in their lives and communities. This increases investment, attention, motivation and engagement and has been shown in the research to improve students’ learning outcomes.

      In the same way, in relation to the question about time, the key thing to remember is that we are using drama as a pedagogical teaching tool rather than a performance. We are interested in the process rather than the product. As such, the content remains relevant to the curriculum. What differs is how we teach the content and how students can both access that content and how they can display their knowledge – in the case of drama in education, in a multimodal inclusive manner. In this way, drama in education is seen as an inclusive, transformative pedagogy.

      Let me give an example if I may. Let’s imagine that we are teaching about climate change and environmental impact. In this case, as teachers/educators, we can ask the students to come up with some relevant local issue(s) which affects their community. In drama, students can for example, use forum theatre to play out short, unscripted scenarios at least twice, thereby allowing them to consider various creative solutions. This work can be brought to bear in real life as the students can take their problem-solving work in drama into the real world by presenting their ideas and suggestions to relevant local authorities.
      In this way, drama in education can be considered as a methodology that can be used with any age learner, across any subject or sector.

      Considered in this manner, drama in education is considered ‘drama’ with a small d, rather than ‘Drama’ with a big D i.e. we are not learning about Drama, we are learning through drama. As such, learning is interesting, authentic and relevant for students irrespective of their age. Ultimately, it can save time and resources by presenting curricular content in an inclusive, multimodal manner, thus, improving students’ learning outcomes.

      I hope that answers your question!

2. Es una propuesta muy interesante, pero quizás el teatro impide resaltar la verdadera personalidad… sobre todo cuando hay un problema psicológico ¿qué opina?

   1. Hi Cristina, thanks for much for your question! I think the key thing in relation to process drama or drama in education is that it isn’t theatre or performance. It is used as a teaching methodology, and as an embodied practice, it allows students to engage with the curriculum and respond to the curriculum in multiple ways. Using this teaching methodology, students engage in key curriculum relevant tasks, which allow for, and respect the student’s own personality. Drama in Education or process drama is considered in the literature as inclusive and student centred, because it respects students’ cultures and backgrounds. Activities are relevant and authentic to their own environments. Its various techniques allow for the student to engage in an embodied manner meaning they have more opportunities to be themselves than in many other methodologies. I hope that answers your question Cristina! Thanks again!

3. Muchas gracias por las ideas y por su experiencia. Si, realmente el teatro puede ser una puerta abierta al interior psicológico de los alumnos, especialmente de los casos con dificultades y problemas de comunicación. Enhorabuena por compartir la iniciativa. /Thank you so much for the ideas and for sharing your experience. Yes, theater can truly be a gateway to the psychological well-being of students, especially those with communication difficulties and problems. Congratulations on sharing this initiative.

   1. Hi Javier, absolutely. Drama in Education is a multimodal methodology. As such, it offers students a variety of modes through which they can engage with curricular content in an inclusive manner.

4. El equipo de organización de este congreso agradece el tiempo y dedicación mostrado por las personas participantes. En esta conferencia se han compartido ideas a partir de 34 ponencias y comunicaciones, generando 100 interacciones con los autores de forma asíncrona entre el 7 y el 13 de septiembre.
   MUCHAS GRACIAS

Los comentarios están cerrados.