Drama in Education and concepts of knowledge and learning Associate Professor Aud Berggraf Sæbø University of Stavanger, Norway [email_address] Engaged in 3 national research programs from 2001 – 2010.
Who am I as researcher?
- teacher educator, researcher and grandma
- drama in education to improve teaching & learning process, learning environment and learning outcome
- the joy of learning
- what IS learning about?
- why is learning at school “boring”?
My research hypothesis:
- learning has to include creative and challenging activities, otherwise it gets boring
– this is related to concepts of knowledge and learning
Why question drama in relation to education; - the teaching and learning process?
documents makes a lot
of policy statement for
the arts and creative
modes of expression,
experience and reflection
(Sæbø 2003, 2005).
find that in primary traditional whole
class teaching and individual work are dominating. Student active learning are rather superficial practiced with a week focus on the learning outcome (Klette 2003)
Theoretical subjects gives theoretical teaching (Haug 2003) – and even more in this PISA test hysteria
” Mind the gap”
Research show there is an ocean between the rhetoric about arts (and drama) in education and what happens in teacher training and school (Bamford 2006, Sæbø 2008)
Concept of knowledge and learning
Empirisme (realisme - experience):
- the answer is given in the nature
Rationalisme (idealisme - cognition):
- the answer is given in the sense/rational
Construktivisme (critical - dialectical):
- the answer is created/constructed and dependant on the social and cultural world we live in
Concept of knowledge in arts
An empirical handcraft tradition (Aristotles)
- from imitating to perfect hand craft
A romantic rational expressive tradition (Platon)
- from representation of my understanding
to my own ”genius” expression
A transformative Art as experience tradition (Dewey)
- from explorative
to creative construction
Some findings from my research on Drama in Education and Curriculum
Drama Integration in & across School Subjects- Some Research Findings:
The potential of drama (arts) in education is above all dependent on the teachers’ ability to structure a constructivistic creative teaching & learning process, and to be a part of the creative playing.
AND IF SO
Drama creates students engaged learning pressure/desire
Students find learning interesting & challenging
Boys seems to especially benefit and learn better
To really and truly implement creativity and the creative potential of drama (arts) in the teaching and learning process, the teachers need to examine their own concept of knowledge and learning.
From my latest pilot research: Successful Schools Twelve criteria for Arts and Culture in Education
Rector's conscious will and ability to focus on arts in education
Rector's belief that art is as important as other subjects for students' holistic development and learning
Rector's conscious commitment to well-qualified teachers in all the aesthetic disciplines
Joint development of recurrent models for theme organization of teaching and learning in all subjects, that are incorporated permanently in the annual plans, and followed up in the community of teachers and does not depend on the will of the individual teacher
Work with curriculum analysis to determine how the art subjects and the other subjects in school may fulfil part of each other's basic competence in education
Conscious work with basic skills and competencies in all art subjects
Twelve criteria for Arts and Culture in Education ..
Conscious effort on academic work and training in dance, drama and media
Common basic understanding of what quality of aesthetic and student active teaching and learning means for students' overall learning and development
The school's conscious commitment to quality in theme and project work, that continues in presentations, exhibitions and performances in the school environment and community
The schools' deliberate use of the Cultural Rucksack as an integral part of training in school subjects
An active collaboration with arts and cultural institutions to be integrated into education
Cooperation with the Cultural School for training, capacity building and joint projects
Arts in Education:
Do teachers know how to structure
an art integrated creative learning process?
How do we teach student teachers and teachers to structure an art integrated creative teaching- and learning process (in all subjects) when a traditional theoretical (non aesthetic) concept of knowledge and learning are dominating in school and teacher education?