Drama pedagogy as aretaic pedagogy: the synergy of a teacher’s embodiment of artistry

ABSTRACT

This study examines drama education from the perspective of aretaic pedagogy. It concentrates on the enquiry of pedagogical virtues that a group of student primary teachers applied in their drama teaching. This investigation is conducted in conjunction with the notion of artistry. Research findings demonstrate a series of critical issues that, overall, show how a drama ecology can be transformed into a virtue-driven learning ecology by the engagement of a teacher’s embodied virtues. The study concludes with a key suggestion that a teacher’s embodiment of virtues serves as scaffold for the engagement of pupils’ aretaic practice.

KEYWORDS:

• Aretaic pedagogy
• aretaic practice
• virtuous-dispositional learning
• virtues
• teacher’s artistry

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes on contributor

Angela Hadjipanteli is a lecturer of Drama and Theatre Education at the School of Education of the University of Nicosia, Cyprus. She is also the coordinator of the courses of School Experience of primary education. She received her Master’s degree and PhD from the University of Warwick.