How can teachers effectively use student dialogue to drive engagement with ancient drama? An analysis of a Year 12 Classical Civilisation class studying Aristophanes’ Frogs

Claire Speers

doi:10.1017/s2058631020000112

Abstract

Within this article I aim to explore how greater student dialogue in the classroom can drive engagement with ancient drama. As part of the Classical Civilisation A Level specification, students need to demonstrate knowledge and awareness in the examination of how Aristophanes’ Frogs might have been performed on stage and its possible reception by a classical audience. This research investigates how teachers can effectively encourage student discourse in the classroom for students to engage with and analyse Frogs as a piece of comic drama, rather than simply as an A Level set text.

Highlights

Within this article I aim to explore how greater student dialogue in the classroom can drive engagement with ancient drama
While specific literature on the teaching of ancient drama to Classical Civilisation classes is sparse, there is certainly literature more generally on the theory of dialogic learning. Within this assignment I intend to focus first on dialogic learning theory in general, before refining my focus to assess the effectiveness of group work and drama technique, both of which facilitate opportunities for student discussion
Another strategy to encourage dialogue and collaborative learning in the classroom is through drama

Summary

Introduction

Within this article I aim to explore how greater student dialogue in the classroom can drive engagement with ancient drama. My objective from the four-lesson teaching sequence is to make my audience of ten Year 12 students less ‘cold’ to the world and stage of Aristophanes’ Frogs through student dialogue. During the lessons I have chosen to monitor five pupils based on their range of predicted grades and varying levels of confidence and how vocal they are in class To ensure anonymity these students have been provided with pseudonyms and photocopied work has been anonymised:. While specific literature on the teaching of ancient drama to Classical Civilisation classes is sparse, there is certainly literature more generally on the theory of dialogic learning Within this assignment I intend to focus first on dialogic learning theory in general, before refining my focus to assess the effectiveness of group work and drama technique, both of which facilitate opportunities for student discussion. The conclusions drawn will be used to inform my planning and evaluation of the sequence of lessons with Year 12

Literature review

Conclusion

Evaluation