Drama in Education and concepts of knowledge and learning Associate Professor Aud Berggraf Sæbø University of Stavanger, N...
Who am I as researcher? <ul><li>My context:   </li></ul><ul><li>- teacher educator, researcher and grandma  </li></ul><ul>...
Why question drama in relation to education; - the teaching and learning process? <ul><li>My concern:   </li></ul><ul><li>...
Norwegian Research... <ul><li>find that in primary traditional whole  </li></ul><ul><li>class teaching and individual work...
” Mind the gap” <ul><li>Research show there is an ocean between the rhetoric about arts (and drama) in education and what ...
Concept of knowledge and learning <ul><li>Empirisme (realisme - experience): </li></ul><ul><li>- the answer is given in th...
Concept of knowledge in arts   <ul><li>An empirical handcraft tradition  (Aristotles) </li></ul><ul><li>  - from imitating...
Some findings from my research on  Drama in Education and Curriculum
 
Drama Integration in & across School Subjects-  Some Research Findings: <ul><li>The potential of drama (arts) in education...
From my latest pilot research: Successful Schools  Twelve criteria for Arts and Culture in Education   <ul><li>Rector's co...
Twelve criteria for Arts and Culture in Education .. <ul><li>Conscious effort on academic work and training in dance, dram...
Arts in Education: <ul><li>Do teachers know how to structure  </li></ul><ul><li>an art integrated creative learning proces...
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Wcs 2009 Aud Saebo Presentation

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Wcs 2009 Aud Saebo Presentation

  1. 1. 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.
  2. 2. Who am I as researcher? <ul><li>My context: </li></ul><ul><li>- teacher educator, researcher and grandma </li></ul><ul><li>- drama in education to improve teaching & learning process, learning environment and learning outcome </li></ul><ul><li>- the joy of learning </li></ul><ul><li>My questions: </li></ul><ul><li>- what IS learning about? </li></ul><ul><li>- why is learning at school “boring”? </li></ul><ul><li>My research hypothesis: </li></ul><ul><li>- learning has to include creative and challenging activities, otherwise it gets boring </li></ul><ul><li>– this is related to concepts of knowledge and learning </li></ul>
  3. 3. Why question drama in relation to education; - the teaching and learning process? <ul><li>My concern: </li></ul><ul><li>Educational mandatory </li></ul><ul><li>documents makes a lot </li></ul><ul><li>of policy statement for </li></ul><ul><li>the arts and creative </li></ul><ul><li>modes of expression, </li></ul><ul><li>experience and reflection </li></ul><ul><li>in education </li></ul><ul><li>(Sæbø 2003, 2005). </li></ul>
  4. 4. Norwegian Research... <ul><li>find that in primary traditional whole </li></ul><ul><li>class teaching and individual work are dominating. Student active learning are rather superficial practiced with a week focus on the learning outcome (Klette 2003) </li></ul><ul><li>Theoretical subjects gives theoretical teaching (Haug 2003) – and even more in this PISA test hysteria </li></ul>
  5. 5. ” Mind the gap” <ul><li>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) </li></ul><ul><li> </li></ul><ul><li> WHY? </li></ul>
  6. 6. Concept of knowledge and learning <ul><li>Empirisme (realisme - experience): </li></ul><ul><li>- the answer is given in the nature </li></ul><ul><li>Rationalisme (idealisme - cognition): </li></ul><ul><li>- the answer is given in the sense/rational </li></ul><ul><li>Construktivisme (critical - dialectical): </li></ul><ul><li>- the answer is created/constructed and dependant on the social and cultural world we live in </li></ul>
  7. 7. Concept of knowledge in arts <ul><li>An empirical handcraft tradition (Aristotles) </li></ul><ul><li> - from imitating to perfect hand craft </li></ul><ul><li>A romantic rational expressive tradition (Platon) </li></ul><ul><li> - from representation of my understanding </li></ul><ul><li> to my own ”genius” expression </li></ul><ul><li>A transformative Art as experience tradition (Dewey) </li></ul><ul><li>- from explorative </li></ul><ul><li> re/de construction </li></ul><ul><li> to creative construction </li></ul><ul><li> (pragmatisk estetikk) </li></ul>
  8. 8. Some findings from my research on Drama in Education and Curriculum
  9. 10. Drama Integration in & across School Subjects- Some Research Findings: <ul><li>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. </li></ul><ul><li>AND IF SO </li></ul><ul><li>Drama creates students engaged learning pressure/desire </li></ul><ul><li>Students find learning interesting & challenging </li></ul><ul><li>Boys seems to especially benefit and learn better </li></ul><ul><li>BUT </li></ul><ul><li>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. </li></ul>
  10. 11. From my latest pilot research: Successful Schools Twelve criteria for Arts and Culture in Education <ul><li>Rector's conscious will and ability to focus on arts in education </li></ul><ul><li>Rector's belief that art is as important as other subjects for students' holistic development and learning </li></ul><ul><li>Rector's conscious commitment to well-qualified teachers in all the aesthetic disciplines </li></ul><ul><li>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 </li></ul><ul><li>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 </li></ul><ul><li>Conscious work with basic skills and competencies in all art subjects </li></ul>
  11. 12. Twelve criteria for Arts and Culture in Education .. <ul><li>Conscious effort on academic work and training in dance, drama and media </li></ul><ul><li>Common basic understanding of what quality of aesthetic and student active teaching and learning means for students' overall learning and development </li></ul><ul><li>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 </li></ul><ul><li>The schools' deliberate use of the Cultural Rucksack as an integral part of training in school subjects </li></ul><ul><li>An active collaboration with arts and cultural institutions to be integrated into education </li></ul><ul><li>Cooperation with the Cultural School for training, capacity building and joint projects </li></ul>
  12. 13. Arts in Education: <ul><li>Do teachers know how to structure </li></ul><ul><li>an art integrated creative learning process? </li></ul><ul><li>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? </li></ul><ul><li>My answer is action based research </li></ul><ul><li>together with teachers & students! </li></ul>

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