Teaching Young Learners Through Art Of Drama Under A Climate Of Creativity Dissertation

Length: 14 pages Sources: 14 Subject: Teaching Type: Dissertation Paper: #58146084 Related Topics: English Language Learners, Adult Learner, Climate, Ukraine
Excerpt from Dissertation :

¶ … Climate of Creativity: Teaching English to Young Learners Through the Art of Drama

Several learning and involving learning experiences emerge for the early childhood students when both drama and movement are incorporated in the daily syllabus (Chauhan, 2004). Apart from being "fun" for majority of the kids, kinesthetic activities are capable of assisting the young students, particularly those learning the English language, improve interpretation skills, vocabulary, fluency, speech knowledge, syntactic knowledge, and meta-cognitive judgment (Sun, 2003). When drama and movement are employed in the teaching of language skills, the learners are provided with a framework for listening and significant language production, offers chances for writing and reading improvements (Chauhan, 2004), and engages learners in writing and reading as significant communication procedures. Other than the improvement of resourceful judgment and expression, fine and gross motor organization skills, problem tackling, social dealings, cooperative performance, rhyming, and rhythm skills can be developed (Rieg and Paquette, 2009).

Background of the Problem

Drama refers to the act of employing imagination to develop into something or someone apart from you. It is just restricted by the imagination, the apprehension of risking by the participants, or the leader's set restrictions. Drama is described by Richard Courtney, an expert in the field of drama in education, as the human procedure where imaginative ideas turns into action, it is centered on internal identification and sympathy, and the outcome is external impersonation (1980). Courtney also trusts that life in itself is drama; individuals are always coping and acting. Life has no script put down for anyone, but we can utilize role-play to perform the expected situation (Koste, 1995).

The thoughts of employing drama as a teaching medium are not new ideas. The western world, however, has yet to allow the employment of drama as a means of teaching in the elementary syllabus. Most of the survey on drama in education can be attributed to intellectuals in Canada, England, New Zealand, and Australia. A few of the art supporters have succeeded in incorporating drama and theatre arts into schools as a completely different program. Teachers who utilize drama in teaching their students are noticing it as a very flourishing technique and hence, are passing the word (Courtney, 1980).

Dramatic play is quite natural in kids and should, hence, be carried on into the elementary classroom. It is one of the things which kids are very good at and enjoy doing. Kids carry along with them to the classes the general human capability to play, to act as if; from as early as the age of ten months, several kids spontaneously indulge in such dramatic play (Wagner, 1998). It is quite normal for a kid to employ his/her imagination to change him/her. They are skilled in that area. Sigmund Freud, a very famous psychologist states that individuals should search for in a child the initial traces of imaginative actions. Play is the child's most loved and absorbing activity (Courtney, 1980). We may state that all children at play act like imaginative writers, in that they develop individual worlds, they actually reorganize the things of this world and arrange them in a manner that satisfies them (Koste, 1995). The imagination of kids is set free when they change themselves. They then become capable of making links between the indefinite and their past experiences. This link is the one responsible for assisting both adults and children learn best (Wagner, 1998).

Kids are frequently more open to any kind of drama activity because they are nearer to the adventurous phase of development; hence, the early childhood educators frequently utilize games, play, and drama activities in their every day classroom teaching. Incorporating drama and movement methods into the early childhood classroom could be particularly efficient in the enhancement of language skills for the English language learners (ELLs). Language is applied in an interactive framework by these kinesthetic, real experiencesTwo methods that can be applied to encourage learning via drama and movement are the Language Experience Approach (LEA) and the Total Physical Response (TPR), and can be incorporated into the syllabus (Rieg and Paquette, 2009).

One of the major groups that strain with


Consequently, focus of learning should be put on the student's ability to understand the tutorial content instead of the student's language expertise (Tissington and LaCour, 2010). In addition, studies have disclosed that ELLs gain from the same systematic teaching established to be useful for the indigenous English speakers (Mathes et al., 2007). Educators of ELLS should apply techniques in their classrooms to assist all learners (Tissington and LaCour, 2010).

Current discoveries in neuroscience and cognitive science are supportive in the description of arts' possibility as an influential device to develop teaching and learning, illustrating that the body and brain are parts of an integrated cognitive system. Researchers have discovered that most judgment happens at a point below conscious awareness and influence and comprises of a continuous flow of sensory data (Gullat, 2008). They speculate that the deeply personal and emotional matters of arts are a segment of what amounts to the arts being cognitively influential (Gullat, 2008). Efland (2002) has created works, which are now vital for the comprehension of the relationship between cognition and art. He states that his work is specifically essential in the direction of arts learning towards the awareness that a community is re-reproduced in its art, and artists play a huge role in representing that community.

Efland (2002) also displays imagination as a cognitive procedure, which allows people to arrange or re-arrange images, passing the factor of advancement to the development of meanings that is essentially less reliant on usual fashions of thinking. He backs two powerful arguments: firstly, sensory awareness being cognitive (since it needs the perceiver to choose), simplify and abstract features of the objects collected by the mind; and secondly, objects depiction also necessitates the capability of thinking within the method offered by the medium (Efland, 2002). Efland states further that works of art are also social conventions, since one takes in meaning from the art in several ways such as verbal mediation.

Statement of the Problem

Studies reveal that applying drama in the classroom as a teaching technique assists students learn socially, academically, and developmentally. In the past, both drama and theatre have long been acknowledged as powerful methods of education. However, the manner in which they are currently utilized are new and they vary in various aspects form the manners in which they were utilized in the past (McCaslin, 1998). Art supporters and teachers have lately begun to look at the application of drama as an integrated method of learning the syllabus. This want to incorporate drama in teaching English to the young students necessitates comprehension of the outcomes of art and drama on lingual education.

Purpose of the Study

The aim for investigating drama in education is to establish if utilizing drama is an efficient technique for teaching elementary learners. The study will illustrate to teachers, reasons as to why they should incorporate drama into the elementary syllabus. This paper will not try to support drama as the only teaching technique, but somewhat as a complement to the conventional teaching techniques. Via additional analysis on current brain study and how individuals learn, it is true to assert that applying dram could be a thriving manner of teaching elementary students. Kids learn in varying ways, hence an efficient educator will use several different teaching techniques in an effort to communicate to all his/her students (Teale, 2009; McCaslin, 1998).

The state controls today's elementary classroom. Brain-founded studies confirm that learning is individually precise. This means that standardized instructions, materials, and practices might in fact reduce or restrict learning (Teale, 2009). The particular standardized and benchmarked trials offer very minimal margins for educators to diverge from. As funding for the schools relies on if the learners achieve the standardized test score requirements, most of the teachers find themselves teaching to the examination. This can result to the educators teaching a considerable amount of information in a short duration of time. In return, the learners acquire a huge quantity of knowledge with very poor quality (McCaslin, 1998).

Research Questions

1. Is there a major distinction between learners who take part in arts outside school and learners who do not take part in arts outside school with regard to educator ratings of learner skills concerning reading and math concepts?

2. Is there a major distinction in educator ratings of learner skills concerning reading and math concepts through race and gender?

3. Is there a major distinction between learners who receive no arts teaching in schools and learners who receive some sort of arts teaching in school with regards to educator ratings on student skills concerning reading and math concepts?

4. Are there any major distinctions in educator ratings of student skills concerning reading and English concepts through society type?

Importance of the Study

Famous psychologists have observed drama as a means of learning for several years. During the analysis of…

Sources Used in Documents:


August, D., Carlo, M., Dressler, C. And Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research and Practice 20 (1): 50 -- 57.

Brouillette, L. (2012). Supporting the Language Development of Limited English Proficient Students through Arts Integration in the Primary Grades. Arts Education Policy Review, 113(2), 68. doi:10.1080/10632913.2012.656494

Chauhan, V. (2004). Drama techniques for teaching English. The Internet TESL Journal, 10().

Courtney, R. (1980). Dramatic Curriculum. London: Heinemann Educational Books Ltd.

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