Abstract:
Research into the employment of Drama and dramatic interaction in the teaching of History is an evolving field (Kemp, 2013). Within this field, there is a growing interest in the development of research that engages rigorously with innovative and effective ways to build historical understanding and skills through the use of enactment, historical recreation, forum theatre and other drama based processes.
This paper articulates the findings of an Australian research project that brings together experts in History, Drama and literacy and explores the use of Drama pedagogy to develop historical consciousness (Wineburg, 2007) in both in- service and pre- service History and Drama teachers. The project involves twenty pre service and graduate Drama and History teachers in a process drama devised to commemorate Dr. Elsie Dalyell (1881-1948) and her work during World War 1. The project utilises a multi- disciplinary and creative learning approach to transform the way pre- service and practising teachers think about the intersections between History, English and Drama pedagogies. By engaging educators in theoretical and exploratory development of their creative skills and capacities using process drama (Dunn, 2017) they cultivate a heightened understanding of the social and personal ways of knowing about their subject area and discipline. The work draws on socio cultural theories of imagination and learning (Vygotsky, 1978) and the collaborative practices of dramatic interaction.
Drawing on theoretical, practical and exploratory understandings of creativity and historical consciousness, this study identifies a desire for greater creativity and innovation in education sectors, industries and governments the world over (Cho & Lin 2011; Craft 2005; Flew 2012). This innovation in research in learning about history through drama enables a capacity to develop historical understanding. The study adopted the pedagogy for the 4 C's approach (Jefferson & Anderson, 2017) that incorporates creativity, critical reflection, communication and collaboration as key tenets. This model allowed the researchers to utilise the dynamic intersection between rich dialogue, theory, practice, action and reflection.
This paper argues that to improve student engagement and learning outcomes in the elementary classroom though the improved teaching of Creativity and History in Teacher Education, a more effective and global view should be enabled using dramatic interaction to improve and increase understanding of historical events such as commemoration and memorialization. Building on cutting edge evidence-based research that demonstrates that the greatest impediment to teachers implementing creative pedagogies is an unfamiliarity with creative skills (Flew, 2012), this paper will discuss the research conducted by Martin et al., (2013) that found a connection between creative classrooms as 'embodied classrooms' and increased students' understanding, knowledge and skills. Through the creation of a high quality creative learning environment pre-service teachers and practising teachers develop the capacity to facilitate creative classrooms to transform schooling.
This paper articulates the findings of an Australian research project that brings together experts in History, Drama and literacy and explores the use of Drama pedagogy to develop historical consciousness (Wineburg, 2007) in both in- service and pre- service History and Drama teachers. The project involves twenty pre service and graduate Drama and History teachers in a process drama devised to commemorate Dr. Elsie Dalyell (1881-1948) and her work during World War 1. The project utilises a multi- disciplinary and creative learning approach to transform the way pre- service and practising teachers think about the intersections between History, English and Drama pedagogies. By engaging educators in theoretical and exploratory development of their creative skills and capacities using process drama (Dunn, 2017) they cultivate a heightened understanding of the social and personal ways of knowing about their subject area and discipline. The work draws on socio cultural theories of imagination and learning (Vygotsky, 1978) and the collaborative practices of dramatic interaction.
Drawing on theoretical, practical and exploratory understandings of creativity and historical consciousness, this study identifies a desire for greater creativity and innovation in education sectors, industries and governments the world over (Cho & Lin 2011; Craft 2005; Flew 2012). This innovation in research in learning about history through drama enables a capacity to develop historical understanding. The study adopted the pedagogy for the 4 C's approach (Jefferson & Anderson, 2017) that incorporates creativity, critical reflection, communication and collaboration as key tenets. This model allowed the researchers to utilise the dynamic intersection between rich dialogue, theory, practice, action and reflection.
This paper argues that to improve student engagement and learning outcomes in the elementary classroom though the improved teaching of Creativity and History in Teacher Education, a more effective and global view should be enabled using dramatic interaction to improve and increase understanding of historical events such as commemoration and memorialization. Building on cutting edge evidence-based research that demonstrates that the greatest impediment to teachers implementing creative pedagogies is an unfamiliarity with creative skills (Flew, 2012), this paper will discuss the research conducted by Martin et al., (2013) that found a connection between creative classrooms as 'embodied classrooms' and increased students' understanding, knowledge and skills. Through the creation of a high quality creative learning environment pre-service teachers and practising teachers develop the capacity to facilitate creative classrooms to transform schooling.