Active learning has long been hailed as a fundamental aspect of effective teaching, fostering student engagement and deepening understanding. However, the COVID-19 pandemic has highlighted vulnerabilities in traditional active learning methods, with some students perceiving them as superfluous or even detrimental to their well-being. This has prompted a critical examination of pedagogical approaches in both physical and virtual classrooms. In response to shifting student expectations and concerns about mental health, educators are seeking innovative strategies to reinvigorate active learning, resonate with students in a meaningful way, and promote student engagement.
Drama-Based Pedagogy (DBP) can be used as a framework for revitalizing active learning. It is an approach that uses active and dramatic techniques to engage students in learning across the curriculum. It involves using drama activities and strategies in the classroom to teach academic content, foster affective and aesthetic learning, and promote dialogic meaning-making.
Some key aspects of drama-based pedagogy include:
– Using role-play, improvisation, tableau, writing-in-role, and other drama strategies as teaching tools across different subjects.
– Activating dialogue and dramatic approaches to connect students’ prior knowledge and experiences to the content.
– Creating interactive and collaborative learning experiences that engage multiple learners.
– Promoting skills like communication, problem-solving, critical thinking, creativity, and collaboration through drama activities.
– Providing a safe, supportive environment for students to explore concepts, take risks, and reflect on their learning.
The origins of using drama in education can be traced back to the early 20th century, with pioneers like Dorothy Heathcote developing programs to train teachers in drama-based techniques. DBP aims to transform traditional classroom routines into more active, engaging, and student-centered learning experiences. A comprehensive database of DBP activities is maintained by the University of Texas at Austin, and is available here: https://dbp.theatredance.utexas.edu/teaching-strategies
In Spring 2024, Amy Sawyers-Williams partnered with OFE and led a workshop on drama based pedagogy. The session explored the dynamic world of theatrical techniques through hands-on activities and discussions with an aim to unlock the power of performance-based teaching methods, including improvisation, role-playing, and storytelling. The session delved into how these techniques can enhance communication, foster student engagement, and create a dynamic and inclusive learning environment.
If you are interested in exploring this concept or implementing strategies in your class, reach out to Amy Sawyers-Williams in the office of Arts Outreach and Engagement or Mia Self in University Theatre.
References:
Göksel, E. (2020). Drama-based pedagogy: Activating learning across the curriculum. Research in Drama Education: The Journal of Applied Theatre and Performance, 25, 655 – 656.
Smith, C.V., & Cardaciotto, L. (2011). Is Active Learning Like Broccoli? Student Perceptions of Active Learning in Large Lecture Classes. Journal of the Scholarship of Teaching and Learning, 11, 53-61.
Watermeyer, R., Crick, T., Knight, C., and Goodall, J. (2020). COVID-19 and Digital Disruption in UK Universities: Afflictions and Affordances of Emergency Online Migration. Higher Education, 1–19. doi:10.1007/s10734-020-00561-y
Yngve, R., Slawomir, W., Hessen, B.A. (2022) The Digital Transformation of Higher Education Teaching: Four Pedagogical Prescriptions to Move Active Learning Pedagogy Forward. Frontiers in Education, 6 DOI=10.3389/feduc.2021.784701
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