An investigation into the benefits of extra drama training for Scottish primary school teachers in order for them to apply drama as a powerful educational tool, and the relation of drama teaching to the Curriculum for Excellence.
(2014) An investigation into the benefits of extra drama training for Scottish primary school teachers in order for them to apply drama as a powerful educational tool, and the relation of drama teaching to the Curriculum for Excellence., no. 53.
This study explores the benefits of additional drama training for Scottish primary school teachers in relation to the learning and teaching methods set by the Curriculum for Excellence. This recently introduced curriculum encourages teachers to use more active approaches to education, therefore these approaches are highlighted with reference to their connection with constructivist theories outlined by Jean Piaget and Lev Vygotsky. The research highlights the importance of drama as a powerful educational tool and how it links with the interactive methods described by Education Scotland. Analysis of questionnaires provided to primary school teachers showed that the teachers were lacking confidence towards drama and felt their knowledge of the subject inadequate. Drama educators Dorothy Heathcote and Keth Johnstone were selected for this study, therefore their theories were also examined. The study discusses how Heathcote's 'teacher-in-role' technique and Johnstone's improvisation exercises were used in a seminar and a workshop to train teachers on how to apply drama in the everyday classroom. A small sample of primary school teachers participated in the study and the evidence showed that there was a distinct confidence increase in learning and teaching drama. The research suggests that the training provided to the teachers was beneficial and achieved the aims of developing their drama knowledge and skills, highlighting that extra drama training would be beneficial for Scottish primary school teachers.