Beyond the expected: an enriched learning experience through learner engagement and participation

Abstract

The teaching of classical Greek dramas is integral to drama education at the University of Pretoria. In the past few years these dramas increasingly faced the danger of becoming ‘foreign’/irrelevant to modern day students. The introduction of performance practice to teach these dramas brought a whole new dimension to teaching and learning in the course. In this case study we describe how the once stagnant learning environment with the lecturer as sole distributor of knowledge, was reframed to allow for learner engagement and empowerment. We document the particular application of Heathcote's ‘mantle of the expert’ against three theories of educationally sound learning design. The nature of the learning that resulted is then described, based on an in-depth analysis of qualitative data gathered from two consecutive student cohorts. We conclude that this particular teaching approach not only brought the ancient texts to life, but also succeeded in empowering and motivating students – resulting in a rich learning experience.

Keywords:

• teaching innovation
• classical Greek dramas
• ‘mantle of the expert’
• text adaptation
• performance practice
• holistic student learning