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Abstract
The rationale for this study is that students’ views on their own learning play an integral part in their educational journeys. Students’ voice has been gaining recognition as a vehicle for cultivating ownership of learning, restoring classroom dialogue, and developing strategies for school improvement. These benefits echo the pedagogical purposes of drama education. This study examines how a group of primary students in Hong Kong relate drama pedagogy to their learning in two curriculum subjects – Chinese Language and General Studies. Working with a group of primary students introduced to drama as a medium of learning for the first time, the researcher seeks to find out what aspects of the drama programme is seen by the students as pertinent to their learning in these subjects. The students generally found the Process Drama units more closely related to the learning in General Studies than Chinese Language. Factors influencing their views include the learning focus of the Process Drama work, students’ beliefs about learning in these two school subjects, and the pedagogical approaches previously adopted in their school.
Acknowledgements
The author would like to express her deepest gratitude to Chow Kit-mui Winnie, Liu Pui-fong, Kwong Wing-kin Kenny, Lam Yin Krissy and Suen Kwan-ying Rita for their collaboration in the project and the invaluable insights shared on the research findings. She would also like to thank Ms Monique Tang for helping to proofread the English text of this article.
Notes
1. The notion of ‘transformed recitation’ is positioned in opposition to ‘traditional recitation’ in which individual students respond to teachers’ questions for the purpose of demonstrating what they have memorised from textbooks in a competition for teachers’ rewards.