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Dramatic shifts in learning : A case study analysis of student literacy learning through drama
Saunders, John Nicholas
Saunders, John Nicholas
Author
Abstract
For some decades a growing body of research has articulated the transformative potential of learning in, about and through The Arts. In particular, it is clear that there can be a powerful relationship between drama-rich pedagogy and the enhancement of student literacies. This article reports on research that examined the processes and outcomes of one teacher professional learning program, the School Drama program and its impact on student learning in one Sydney primary school. This research investigated the impacts of the program on student literacy learning, specifically in the area of inferential comprehension through drama-rich pedagogy. Three Vygotskian concepts frame this research: the Zone of Proximal Development (ZPD), Drama and Play, and perezhivanie. The findings suggest positive shifts in student English and literacy outcomes – with this case investigating the focus area of inferential comprehension.
Keywords
process drama, literacy, inferential comprehension, school drama, collective zone of proximal development
Date
2021
Type
Journal article
Journal
NJ: Drama Australia Journal
Book
Volume
45
Issue
2
Page Range
97-112
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled