Drama Teaching: The Teaching of Practice: Introducing Teachers to Drama as a Learning Medium

Abstract

If we acknowledge that the real power of drama is in its experiential nature—that is, learning by doing—then it seems likely that drama teaching too is experiential—learnt by doing.

This is a version of a paper, first presented at IDIERI in Northampton, which explores the difficulty encountered by students during pre-service primary teacher education and by established primary/elementary teachers during a professional development programme. Many practitioners new to process drama and storydrama initially find difficulty in effectively using drama as a learning medium. This is reflected in a professional development model in which the author participated as a ‘master teacher’. However, a shortfall in knowledge of drama in education sometimes leads teachers to use an eclectic mix of quasi-actor-training techniques. This paper not only proposes that educators need to be clear about their pedagogy and not confuse their work with that of actor training, but also that they need to continue to seek better models of praxis education and professional development.

Keywords:

• PRE-SERVICE TEACHERS
• TEACHERS (PRIMARY)
• PROFESSIONAL DEVELOPMENT
• DRAMA PEDAGOGY
• EXPERIENTIAL LEARNING
• ACTOR TRAINING

Additional information

Notes on contributors

Ross Prior

Ross Prior has taught in universities and schools at all levels for many years. He has also concurrently worked professionally in the performing arts industry. Ross holds a Bachelor of Education degree from Rusden (Deakin University) and a Master of Education degree from The University of Melbourne. He completed his Ph.D. at Griffith University's Centre for Public Culture and Ideas where he researched tutor knowledge and practice in Australian and English drama schools. He continues to research into teaching and learning as applied to a range of contexts.