Drama-Based Pedagogies in Teacher Education and Classroom Learning

• In Event: Roundtable Session 121

Session Submission Type: Roundtable Session

Abstract

This session examines the use of drama-based pedagogies in teacher education and classroom learning. The authors define ‘drama-based pedagogies’ as instructional objectives, invitations, and teacher roles that are informed by drama/theater frameworks and drama in education literature. The first paper, a research synthesis, maps the terrain of drama-based pedagogies by reviewing studies that have investigated the impact of drama-based pedagogies on student learning and social-emotional outcomes. Adding context to this review, the other three papers discuss specific studies of drama-based pedagogies in two teacher education programs and in one high school classroom. Through a variety of pedagogical and methodological approaches, the papers together illustrate the complexities of teaching and learning as it is supported by drama-based pedagogies.

Sub Unit

• SIG-Arts and Learning

Chair

• Pamela L. Grossman, Stanford University

Papers

• When, Where, How Much, and for Whom? A Research Synthesis of Drama-Based Pedagogy on Student Outcomes - Bridget Lee, The University of Texas - Austin

• Pedagogy for Teacher Presence: Applying Actor’s Training to Teacher Education - Anthony Johnston, University of California - Berkeley

• Supporting Teachers’ Facilitation of Classroom Discussion: Where Teacher Education and Improvisational Theatre Intersect - Lisa Barker, SUNY - College at New Paltz

• Practitioner Inquiry and Ethnodrama in a High School Classroom: A Methodological and Pedagogical Approach for Fostering Critical Literacy With Adolescents - Sarah Reed Hobson, SUNY - College at Cortland