Exploring Drama Based Education in the Classroom
What do you think about when you hear the words drama-based education? I imagine most would think of a student production, the study of performance or the written play. Others would think of the art of “literally” making a scene for learning purposes. Logically and naturally that makes sense because drama in and of itself includes all those things.
However, when I speak of drama-based education (DBE), I am speaking of a teaching philosophy along with strategies born from my experience teaching, studying and performing as an actor.
It is not a new invention in fact it’s been studied and practiced by artists, drama teachers, theater students, professors and classroom teachers for years.
“Researchers and practitioners have diversely referred to forms of DBP (Drama Based Pedagogy) as creative drama (McCaslin, 1996), story dramatization (Ward, 1986), process drama (Heathcote & Bolton, 1995), drama-in-education (Bolton, Davis, & Lawrence, 1987), theatre of the oppressed (Boal, 1974), applied theatre techniques (Dawson, Cawthon & Baker, 2011), theatre games (Spolin, 1986), enactment strategies (Willhelm, 2002), improvisation (Johnstone, 1994), and role playing (O’Neill, 1995).” Source: Arts.gov (https://www.arts.gov/sites/default/files/Research-Art-Works-OSU.pdf)
In this article, you will be introduced to the definition and utility of drama based education, the theatrical roots of DBE and 5 principles of DBE in the classroom.
EXPLORING DRAMA BASED EDUCATION IN THE CLASSROOM
What is drama- based education? Drama Based Education are games and activities rooted in theater training adapted for non theater use.
There are a litany of exercises and games that have been created over the century to help actors improve their storytelling and truth telling.
Without going into the various theories associated with acting, each theory and it’s games, exercises and activities are designed to solve an acting problem.
What are acting problems?
Acting problems range from memorization to connecting authentically with your scene partner to understanding motives.
We Got a Game (Solution) For That
What each theory also have in common are the following guiding principles that carry over into drama-based education in the classroom.
These guiding principles makes DBE more than games but a philosophy that can be employed in any setting.
Guiding principles of DBE:
RESPECT FOR PLAY- There are no right or wrong ways to play, within the safety rules of a game or class culture of course. Having fun and being present in the moment are sought after hallmarks.
PROCESS - An emphasis on self awareness and self discovery through experiential activities takes precedence over outcome.
PRACTICE- Make time to explore by giving learners the chance to repeat an exercise from another perspective or with an added responsibility.
PRESENT- Incorporate opportunities to prepare to share with one another individually or within a group. Play, process and practice are clearly at work here.
PRODUCE- Learners are encouraged to observe and trust one’s choices, grow in confidence and understanding through open reflection, journaling and participation.
Tell me. How many of these principles are guiding your classroom instruction?