What are the advantages for pupils and teachers of using drama to facilitate lessons- focusing predominantly on History- within a primary five classroom who do not have drama as a specialist subject.
(2014) What are the advantages for pupils and teachers of using drama to facilitate lessons- focusing predominantly on History- within a primary five classroom who do not have drama as a specialist subject., no. 45.
This study explores the impact that learning through drama can have on the development of the learner. In order to understand the theories behind Drama in Education, the researcher focuses on this study heavily relies upon the work of Dorothy Heathcote and Gavin Bolton, alongside the discussion of the new Scottish Curriculum, Curriculum for Excellence (CfE). It highlights the reason for the introduction of the new curriculum and how the theories outlined by Heathcote and Bolton can link to the principles outlined within the CfE. The study focuses on the subject of history and how drama can be used to facilitate lessons in history within a primary five classroom. This has been explored based on examples of the primary schools that do not incorporate drama as a specialist subject. Methodologically, the study uses questionnaires collected from three generalist primary school teachers and a group of primary five pupils. The data was collated in response to the questions asked. Examples of the questions are highlighted in the appendix. The participants were asked to discuss relevant themes that transpire from these questions. It has been identified that using drama as a tool for learning when facilitating lessons in history has many advantages. This is apparent for both the learner and the teachers within the classroom. Using drama to facilitate lessons in history is an innovative and engaging way of learning for children. It captures their attention and allows them to question their learning. It also builds confidence and can motivate pupils which links with the outcomes and experiences outlined within the CfE structure. The researcher discovered that teachers often lacked confidence when using drama as a tool for learning. They also highlighted that drama in the classroom was sometimes not perceived as a serious subject. It was felt that teachers would not be sure how to link drama into learning. This led to a small list of recommendations in the final chapter of the study.