Collaborative Embodied Composing: Reimagining Individualized Literacy Practices through Drama

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 4
  In Roundtable Session: Expanding Definitions of Literacies Through Embodied Practices

Abstract

This practitioner inquiry study (Cochran-Smith & Lytle, 2001), informed by Community-Based Research in Education (Ghiso & Campano, 2024), studied how two teachers – a second grade homeroom teacher and a drama teacher-researcher – came together to create an inquiry community centered on integrating drama into a second-grade literacy classroom, and how the students took up those invitations. The research questions guiding this paper are, 1. What happens when a second-grade homeroom teacher and drama educator co-construct a community of inquiry, centered on drama integration curriculum design and enactment? And 2. What does it mean to develop a drama-integration curriculum that is culturally responsive to students’ lives and experiences?

Author

• Jacqueline Winsch, University of Pennsylvania