Essay on A Teaching Strategy For Secondary School Drama Classes

1130 Words Jun 11th, 2015 5 Pages
The purpose of this paper is to gather different perspectives of process drama and assess the efficacy of using this as a teaching strategy for secondary school drama classes. I have attained research from various authors, including Research in Drama Education as well as other sources. My hypothesis prior to analysing and synthesising is that process drama is an effective teaching strategy, but it is not the only effective teaching strategy. This paper will not only explain what process drama as a teaching strategy involves, but it will examine, implications, both positive and negative and why this is considered a quality teaching method. According to Bowell and Heap, planning process drama seeks to provide a clear guide to the fundamental principles of planning and teaching using this method (Bowell and Heap, 2001).

Process drama is referred to by John O’Toole, as cited by Haseman, as the “negotiation and renegotiation of the elements of the art form, in terms of the purposes of the participants” (1991). It represents the reality by using people and objects to create a fictional universe. It is a form of improvised practice and has evidently been evolving quite rapidly in schools across the world – thus showing it’s effectiveness in schools. In order to achieve process drama, we need to make different parts of the drama happen in different ways to maximise the learning opportunities for the children so that they make meaning for themselves. As Hasemen described, process…

Related Documents