Abstract

AbstractProcess drama refers to social, educational and artistic activity carried out by a teacher in a classroom. Specifically, process drama can be used to explore an everyday problem or a specific situation or theme through artistic activities or unscripted drama and play. A teacher may choose activities from a variety of drama conventions and create activities that challenge children to actively investigate questions, issues or dilemmas from different angles. Drama activities in kindergarten are closely related to children’s role-play, and the two mutually influence one another. For example, when participating in process drama, children may regard the activity as play that involves meaning, joy and excitement. This implies that process drama is one means of openly encouraging children to explore. The teacher’s own knowledge, skills and playfulness also influence this process.Few research studies have examined the concept of process drama or the concept of exploration in process drama for children aged 3–6. This chapter will expand knowledge in this field by examining the following research question: How does exploration occur in the activities of process drama? Examples will be taken from the observations of an early childhood educational setting. This chapter will specifically examine how process drama can be performed in settings with children aged 3–6 and how exploration plays a part. Furthermore, the teacher’s role in the activities of process drama will be analysed and discussed. Vygotsky’s concepts of play and child development are crucial for this discussion. The chapter will therefore discuss possible practices and means of child engagement in exploration (Vygotsky LS: Play and its role in the mental development of the child. In: Bruner J, Jolly A, Sylva K (eds) Play: its role in development and evolution. Basic Books, New York, pp 537–554, 1967).

Highlights

  • A quick review of books and articles about educational drama, especially on process drama, reveals that terms such as “explore” and “exploration” are frequently used

  • We find the same kind of agreement in process drama, but here it is the teacher or leader who sets up the dramatic event and frames the situation

  • I have used an example to present how exploration is a vital element of process drama

Read more

Summary

11.1 Introduction

A quick review of books and articles about educational drama, especially on process drama, reveals that terms such as “explore” and “exploration” are frequently used. Bolton’s theory has had a great impact on the further development of process drama; exploration has since been crucial in this kind of work. The questions asked in this chapter are: how may process drama be a tool for exploration of the system of law, a courthouse, judicial conflicts, and trials for 5-year-old children in kindergarten? I will discuss an example where 5-year-old kindergarteners take part in a programme using process drama at the local courthouse. The structure of this last part follows the same form as the process drama. After each sequence of the example, I will discuss the children’s exploration and the leader’s work

11.2 Part I Process Drama
11.3 Process Drama and children’s Play
11.5 Part II
11.6 At the Courthouse
11.7 Conclusion
Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call