‘In drama you can be anything … ’: student perspectives on drama teaching and school performance in Icelandic compulsory education

Abstract

ABSTRACT The aim of this article is to shed light on how students experience drama lessons and school performance when drama is part of the school curriculum. Within a sociocultural framework of understanding, an ethnographic study was conducted on the culture and context of drama implementation in two schools in Iceland. The students talk about drama being their favourite subject, and they believe that they are learning a lot. The students are affected through embodied learning, and the popularity and qualitative dimensions of perceived learning and perceived satisfaction of drama lessons and the teaching are documented at both schools.