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
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In summary to Hasemen’s paper, dramatic presentations present views of the society in which they were produced. Therefore, this may suggest that results of process drama vary and differ amongst societies. As a result, dramatic performances may differ depending on the social economic status of where that drama was produced. It should also be noted that Hasemen’s article may be considered out-dated due to it’s publication date, however I believe this creates a foundation of future research.
Bowell and Heap’s book “Planning Process Drama” (2001) does not explicitly state the benefits in using process drama as an effective teaching strategy. It does however go on to explain how process drama can be used in education, how it can be assessed, what is required and how this can be adapted into drama classrooms.
Powell and Heap summarise process drama as a whole group process in which “performance to an external audience is absent but presentation to the internal audience is essential” (2001). One of the cornerstones of process drama is the innate predisposition of children to take on imagined roles and place themselves in imagined circumstances in order to understand the world in which we live …show more content…
My research has concluded that process drama takes into account all the elements of drama, has been implemented in schools across the world, requires teacher collaboration and requires the efforts of the children. An implication that I have stated earlier is that process drama portrays society to which the drama was produced, which is interesting as this must mean the results of process drama differ from society to society. In addition, I have concluded that process drama is a quality teaching strategy, but not the only teaching strategy that is used, but a combination of these. For example, playbuilding is frequently used in schools as well as process
In summary to Hasemen’s paper, dramatic presentations present views of the society in which they were produced. Therefore, this may suggest that results of process drama vary and differ amongst societies. As a result, dramatic performances may differ depending on the social economic status of where that drama was produced. It should also be noted that Hasemen’s article may be considered out-dated due to it’s publication date, however I believe this creates a foundation of future research.
Bowell and Heap’s book “Planning Process Drama” (2001) does not explicitly state the benefits in using process drama as an effective teaching strategy. It does however go on to explain how process drama can be used in education, how it can be assessed, what is required and how this can be adapted into drama classrooms.
Powell and Heap summarise process drama as a whole group process in which “performance to an external audience is absent but presentation to the internal audience is essential” (2001). One of the cornerstones of process drama is the innate predisposition of children to take on imagined roles and place themselves in imagined circumstances in order to understand the world in which we live …show more content…
My research has concluded that process drama takes into account all the elements of drama, has been implemented in schools across the world, requires teacher collaboration and requires the efforts of the children. An implication that I have stated earlier is that process drama portrays society to which the drama was produced, which is interesting as this must mean the results of process drama differ from society to society. In addition, I have concluded that process drama is a quality teaching strategy, but not the only teaching strategy that is used, but a combination of these. For example, playbuilding is frequently used in schools as well as process