Self‐interpreting Animals: action research and the reflective drama journal

Abstract

This article arises out of the authors' research into the reflective journals of practical work used in three different undergraduate drama degree courses at The Central School of Speech and Drama, London, UK. For many years the reflective/evaluative journal has been a popular component of drama courses from school to postgraduate level. The researchers wished to identify the validity of these documents. (At Central School the term ‘journal’ refers to a range of material that includes multiform portfolios, essays, diary accounts, records and notebooks. The researchers were particularly interested in the reflection that is evidenced in these forms.) The intention of the article is to report on the outcome of this stage of the research project. In the project, the researchers sought to explore the rationale for the inclusion of reflective journals as a mode of learning in examined courses; analyse current practice; and identify clearer frameworks for students who are engaged in such reflective work. The article reports on the project in three sections. Firstly, it establishes the context of the research and discusses the research methodologies. Then the theoretical research is analysed, which helps identify a rationale for reflective journals; this is related to the analysis of current practice. Finally, the researchers set up a new framework for their students’ reflective journals based on the research. In addition, future stages are suggested for the research project.