Learning in and through drama: The necessity to use multiple theoretical perspectives in order to understand how learning takes place in drama
2013 (English)Conference paper, Presentation (Other academic)
The complexity of learning implies that learning seldom is about just one thing. It can be said that learning processes are interdisciplinary. Within educational contexts, learning is not limited to constructed school subjects. In drama education, learning is simultaneously about drama as aesthetic expression and content because drama always is about something. The mainly focus can be on form, content or social aspects. The different aspects are always present, but may be more or less foreground or the background depending on the purpose of education. How do development concerning understanding of form, content, and social interaction, interact in a learning process in drama? My research is based on the view that learning at the same time takes place as an individual, internal process and a socially situated, inter-subjective process.
Can learning in drama imply learning that can be transferred between different situations, a transformative learning and if so, how? Transformative learning includes cognitive, affective and corporal and social action aspects and means that the individual's frames of reference are transformed, evolved, to become more insightful and flexible which implies a change of personality. It leads to an integrated knowledge that can be applied in different contexts.
In the paper that will be presented at the conference, theories about how we learn in drama will be discussed in relation to my empirical research concerning drama and learning.
Place, publisher, year, edition, pages
drama, learning in drama, learning through drama, multiple theoretical perspectives
Research subject Education and Learning
IdentifiersURN: urn:nbn:se:du-23127OAI: oai:DiVA.org:du-23127DiVA: diva2:971632
IDEA13 (8th Congress of the International Drama/Theatre and Educational Association), Paris, July 7-12, 2013