Abstract
The article dwells on the use of drama and performance techniques in education and social work in connection with multiple intelligence theory, emotional intelligence theory, and brain based learning. The author connects the use of drama in the alternative theories of teaching and learning based on recent neuroscientific research, and lays out an integrative approach to teaching and learning that promotes inclusion, diversity, and social awareness, through embodied and contextualized learning. If we perceive cognition and emotion as interrelated, then drama as an educational tool becomes essential. It creates metaphors of our lives, which we lead through both cognitive and emotional domains. Art and creativity play an essential role in connections between the body, emotions, and the mind. Moreover, as we live in relationship to the rest of the world around us, our learning is embodied, our brain, emotions, and physiology are constantly connected. Thus, the article demonstrates that drama and performance are vital in teaching the whole child, whether taught as a discipline or used as a teaching tool. This means, the author claims, educators, neuropsychologists, and theatre and drama specialists have to have open minds and be willing to step out of comfort zones and together make a case for using theatre and drama methods as a way to improve human lives.
Highlights
1 Introduction In this article, I give an overview of how the use of drama and performance techniques in education and social work connects to multiple intelligence theory, emotional intelligence theory, and brain based learning
Recent neuroscientific research corroborates the notion that drama and performance techniques have the potential to be an effective tool in educating the whole child, whether it is taught as a discipline or an enhancing teaching strategy
Why is this research so important for the use of drama education? It is important to understand that all of the above is not new, rather, what is new is that the benefits and relevance of teaching drama in a formal or informal setting can be scientifically demonstrated and that the impacts of this scientific research need to be further explored and embraced in conversations by educators, neuropsychologists, and theatre and drama specialists together, not in isolation
Summary
1 Introduction In this article, I give an overview of how the use of drama and performance techniques in education and social work connects to multiple intelligence theory, emotional intelligence theory, and brain based learning. Recent neuroscientific research corroborates the notion that drama and performance techniques have the potential to be an effective tool in educating the whole child, whether it is taught as a discipline or an enhancing teaching strategy.
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