Abstract:
The School DramaTM program is a teacher professional learning program for primary teachers. The program’s co-mentoring model involves a Sydney Theatre Company Teaching Artist working alongside the classroom teacher modelling the use of process drama-based strategies with literary texts to enhance English and literacy teaching and learning thus improving student outcomes. Teachers are supported in developing expertise and confidence in using process-drama as critical, quality pedagogy (Ewing, 2006, 2002) in their English lessons and across the curriculum. The Teaching Artists share their theatre skills and artistry with the classroom teacher and at the same time they learn to adapt their artistry to particular English or literacy outcomes in specific classroom contexts. Ongoing research suggests that classroom teachers are changing their pedagogy by continuing to use their new understandings of teaching artistry in their own classrooms long after the program has concluded in their classroom. Over time the teacher assumes more responsibility for implementation. A growing body of research has been developed around the program including a meta-analysis of the program evaluation data. This paper will discuss the School DramaTM program methodology and the factors that have ensured the effectiveness of the program. It will also share new research findings on its sustainability through the analysis of six school case studies and consider the wider implications for arts-based professional learning programs.