Drama Workshop Research Articles

Lessons from a distanced stage: embedding a Zoom-mediated drama workshop in a language classroom

This paper will share the design and implementation of a Zoom-mediated theatre workshop in an undergraduate advanced Spanish language course and explore how this type of activity can support the development of a range of learners’ competences whilst generating virtual presence through playfulness and engagement.  Our aim is twofold: to provide practitioners with a sample of a drama-based activity adapted for the distanced language classroom that can be adopted in any synchronous online environment, and to reflect on how we believe this workshop and its related assessment enabled creative and critical forms of engagement with the original material through students’ performance of their own dramatic transpositions. We will discuss the role of technology, appraising the affordances it provided for creative multimodal interactions and online togetherness despite the pandemic-imposed separation between participants.

The Use of Drama Pedagogy in Teaching Morality in a Chinese Primary School

Purpose This paper aims to explore the potential of the drama pedagogy that may contribute to primary children's moral growth in the Chinese educational context. It argues that drama may offer an ensemble-based, dialogic, and narrative pedagogy for teaching morality to complement the didactic traditional model. Design/Approach/Methods The methodological approach is that of case study research, using different methods to assess the effects and effectiveness of the author's teaching. The fieldwork was undertaken in a public primary school in Beijing, in which the drama workshop The Boat was taught to 16 children on a voluntary basis. Findings The study demonstrates that drama can be seen to some extent to assist pupils in aspects of their empathetic attitudes, dialogic thinking abilities, and autonomous thinking capacities. Originality/Value The author hopes the study might stimulate more and deeper research in similar contexts and that this may further extend the understanding of Chinese teachers of this resourceful new pedagogy.

Theatrical performance "The Third International" (Petrograd. 1919)

The theatrical performances that appeared in the country after the revolution of 1917 with an audience of tens of thousands of spectators were a landmark phenomenon of social and artistic life. The art of mass spectacles burst into the streets and squares, subordinating the historical architectural ensembles of Petrograd to an artistic design. These searches began in the Theater and Drama Workshop of the Red Army, which existed in Petrograd from 1919 to 1920. The article is devoted to the second theatrical performance of the Workshop – "The Third International" (1919). The subject of this article is the reconstruction of the revolutionary theatrical performance "The Third International". The purpose of the study is to establish the director's method of creating a performance and to establish the origins of the activation of the viewer as a method of directing theatrical performances. The methodology of the research is of a historical and theoretical nature and is based on the classical methods of the Leningrad (Gvozdev) school of theater studies, the formal school of literary studies, the method of historical reconstruction of the performance developed by the German philologist and theater historian Max Herman.  A detailed reconstruction of the theatrical performance of the "Third International" of the Theater and Drama Workshop is given for the first time on the pages of a scientific publication. In the same view, N. G. Vinogradov-Mammoth for the first time introduces the activation of the viewer as a directorial technique. The results and conclusions of the study can be used in courses of lectures and seminars in the following disciplines: "History of the Russian theater of the XX century", "History of theatrical performances and holidays", "Theory of directing", "Directing of theatrical performances and holidays", "Fundamentals of dramaturgy of theatrical performances and holidays", "Screenwriting" and "Screenwriting composition", "Scenography of a mass holiday" and "Stage technique", "Methodology of studying mass performances".

Developing a Health Game to Prepare Preschool Children for Anesthesia: Formative Study Using a Child-Centered Approach.

BackgroundEvery year, millions of children undergo medical procedures that require anesthesia. Fear and anxiety are common among young children undergoing such procedures and can interfere with the child’s recovery and well-being. Relaxation, distraction, and education are methods that can be used to prepare children and help them cope with fear and anxiety, and serious games may be a suitable medium for these purposes. User-centered design emphasizes the involvement of end users during the development and testing of products, but involving young, preschool children may be challenging.ObjectiveOne objective of this study was to describe the development and usability of a computer-based educational health game intended for preschool children to prepare them for upcoming anesthesia. A further objective was to describe the lessons learned from using a child-centered approach with the young target group.MethodsA formative mixed methods child (user)-centered study design was used to develop and test the usability of the game. Preschool children (4-6 years old) informed the game design through playful workshops (n=26), and usability testing was conducted through game-playing and interviews (n=16). Data were collected in Iceland and Finland with video-recorded direct observation and interviews, as well as children’s drawings, and analyzed with content analysis and descriptive statistics.ResultsThe children shared their knowledge and ideas about hospitals, different emotions, and their preferences concerning game elements. Testing revealed the high usability of the game and provided important information that was used to modify the game before publishing and that will be used in its further development.ConclusionsPreschool children can inform game design through playful workshops about health-related subjects that they are not necessarily familiar with but that are relevant for them. The game’s usability was improved with the participation of the target group, and the game is now ready for clinical testing.

Aroused from a “false sense of neutrality“

The three black and white photographs that provide the impetus for this piece are the work of students participating in an English drama workshop at an Italian university. The brief discussion around the tableaux task “Art is not neutral”, inspired by Cañas’ manifesto, is framed by critical language pedagogy and addresses the issue of students’ agency as socially-responsible citizens.

Des textes identitaires plurilingues pour stimuler l’engagement dans l’écriture d’élèves immigrants allophones en situation de grand retard scolaire au secondaire

Learning to write in a second language is an enormous challenge, particularly for undereducated allophone immigrant students. In this context, interventions fostering students’ engagement in writing appear to be a promising way to contribute to their learning process ( Cummins, 2009 ). Engagement in writing would be promoted by taking into account students’ multiliterate repertoires and by implementing meaningful learning contexts ( Armand, Lê et al., 2011 ). In this study, which was carried out in 12 secondary school classes for newcomers in Quebec (Canada), we assessed the effects of an intervention based on these foundations and aimed at the production of plurilingual identity texts ( Cummins et Early, 2011 ), supported by plurilingual drama workshops ( Équipes ÉRIT et ÉLODiL, 2013 ). The effects of this intervention on students’ engagement in writing were documented through participant observations and individual interviews with a sub-sample of 48 students. Results show that the production of plurilingual identity texts, especially when supported by plurilingual drama workshops, contributes more to students’ engagement in writing than traditional teaching practices used in a control group, both on an affective and cognitive level.

Communicating vessels: drama and human rights education in in-service teacher training

This paper supports the contention that the methodologies of human rights education and educational drama share a common ground and that that the three fundamental dimensions of human rights education (HRE) (learning about, through and for human rights) can be addressed through drama. Our quantitative research is focused on an educational drama workshop for in-service teachers that dealt with human rights and refugees. The data was collected through questionnaires and analysed with reference to six hypotheses. These hypotheses were about how highly motivated teachers assessed their knowledge of human rights and their readiness for teaching human rights by using educational drama methodologies. The data showed statistically significant increase on all of the above hypotheses after the teachers had been trained. Their levels of readiness were also found to be significantly higher after the end of the school year. This indicates that the drama training had an impact on teachers’ human rights education.

Promoting Capabilities with a Drama Workshop among Foster Care Adolescents

We assessed the impacts of a drama-based 13-session workshop among adolescents (N = 8) residing in a reform school due to severe conduct problems. The participants were interviewed three times during the process. In addition, they filled in a questionnaire assessing emotion processing. The theoretical background was Capabilities Approach. Our results showed that participation promoted numerous positive outcomes both at the individual and group level: personal growth, new insight, meaningful interaction and increased interpersonal trust. Providing a control-free space is especially important for minors residing in a controlled environment. Drama workshops and capability approaches provide promising tools for child welfare.

Managing conflict situations nursing students encounter during their clinical practice, narrated and performed through Forum Play

AimTo describe and illuminate conflict situations nursing students encounter during their clinical practice, narrated and performed through Forum Play. BackgroundConflicts are common in healthcare settings and affect patient care and the wellbeing of nurses. To be able to manage complex practice situations, conflict management is an essential competence for nurses and should be highlighted during education. The aim of the study was to describe and illuminate conflict situations nursing students encounter during their clinical practice, narrated and performed through Forum Play. DesignThe study was designed as a summative qualitative analysis of written group assignments related to nursing students’ participation in a drama workshop. MethodA summative qualitative content analysis of written group assignments related to nursing students’ participation in a drama workshop, focusing on conflict management. During the workshop the students explored conflict situations they had encountered during clinical practice, through Forum Play. After the workshop, the students handed in a mandatory written group assignment where they described one of the conflict situations. ResultsThe findings are presented in three categories; Parties; Arenas; Situations, one main theme; “Who knows best” and two subthemes; Difficulties to adapt to the new and Difficulties reaching a mutual understanding. ConclusionConflict situations that nursing students encounter during their clinical practice often stem from the health care staff’s difficulties in adapting to the new and difficulty reaching a mutual understanding. Conflict management can be implemented as a powerful learning strategy in nursing education.

Inside the waiting room: process drama and dramatic distancing for involving children in research on dental anxiety

ABSTRACT Background Dental anxiety in children is a major health concern. Process drama adopts distancing techniques that allow children to examine the possible causes of dental anxiety safely and with authority. Using this method to inform paediatric dentistry is novel and could be adopted in other fields where children experience health-related anxiety. Methods A 90-minute process drama workshop was conducted in three primary schools in Batley,West Yorkshire. Sixty-three children participated in the study. Sessions were audio-recorded, transcribed and thematic analysis conducted. Results Four key concepts emerged: 1) Fear of the unknown; 2) Unpleasant sensory experience; 3) Society’s perception and portrayal of the dentist and 4) Learnt negative associations with the dentist. Conclusion Process drama offers a novel approach to develop an understanding of dental anxiety in children. It elicits critical insights from a child’s perspective and offers a participatory model for engaging children in health research on sensitive issues.

Mobile Game Design Guide to Improve Gaming Experience for the Middle-Aged and Older Adult Population: User-Centered Design Approach.

BackgroundThe number of older adult gamers who play mobile games is growing worldwide. Earlier studies have reported that digital games provide cognitive, physical, and socioemotional benefits for older adults. However, current mobile games that understand older adults’ gameplay experience and reflect their needs are very scarce. Furthermore, studies that have analyzed older adults’ game experience in a holistic manner are rare.ObjectiveThe purpose of this study was to suggest mobile game design guidelines for adults older than 50 years from a holistic gaming experience perspective. Adopting a human-centric approach, this study analyzes middle-aged and older adults’ gameplay experience and suggests practical design guides to increase accessibility and satisfaction.MethodsWe organized a living laboratory project called the “Intergenerational Play Workshop.” In this workshop, 40 middle-aged and older adults (mean age 66.75 years, age range 50-85 years) played commercial mobile games of various genres with young adult partners for 1 month (8 sessions). Using a convergent parallel mixed-method design, we conducted a qualitative analysis of dialogue, game diaries, and behavioral observations during the workshop and a quantitative analysis of the satisfaction level of the game elements for the mobile games that they played.ResultsThis project was active from April 2019 to December 2021, and the data were collected at the workshops from July 1 to August 28, 2019. Based on the identified themes of positive and negative experiences from the qualitative data, we proposed 45 design guides under 3 categories: (1) cognitive and physical elements, (2) psychological and socioemotional elements, and (3) consumption contextual elements. Our empirical research could reaffirm the proposals from previous studies and provide new guidelines for improving the game design. In addition, we demonstrate how existing commercial games can be evaluated quantitatively by using the satisfaction level of each game’s elements and overall satisfaction level.ConclusionsThe final guidelines were presented to game designers to easily find related information and enhance the overall understanding of the game experience of middle-aged and older adults.

Using process drama to explore the causes of dental anxiety in primary-school children

BackgroundDrama and role play can be unlisted as methods to allow children to view problems from a range of different perspectives that may differ from their own experience. Application of drama technique to assess the cause of dental fear and anxiety in a school setting is novel.AimThe aim of this study was to engage primary school children in the core investigation via participatory arts methodologies, namely, process drama to gain understanding of the causes of dental anxiety.DesignSixty-three children, aged 7–10 years from three primary schools participated in this study. A 90-min drama workshop was carried in each school. The children were encouraged to identify the causes of dental anxiety using key concepts from process drama. The sessions were audio-recorded and transcribed.ResultsFour key concepts emerged: (1) fear of the unknown; (2) unpleasant sensory experience; (3) society’s perception and portrayal of the dentist; and (4) learnt negative associations with the dentist. Within each four key concepts, two sub-themes were identified.ConclusionsRole-playing and use of drama are a novel application and can reveal a considerable amount of information from the child’s perspective on the cause of dental fear and anxiety.

Pushing through the skin to break the bones: Israel's performance of extraterritorial expansion into West Bank, Palestine

ABSTRACT This paper argues the built structure of Israeli military occupation in the West Bank is only part of the mechanism that serves to define territorial boundaries and restrict Palestinian movement. A more pervasive and debilitating process of boundary formation occurs through affect-laden performances that typically take place in border areas or sites of surveillance, where state actors and technologies police Palestinians. These performances serve to produce fear and shame: two affects that circulate and act as structuring agents preventing Palestinian movement and resistance. Thus, Israel extends its borders through socio-spatial-technical practices, deep into Palestinian spaces. The underlying evidence for this study originated out of critical performance ethnography and a drama workshop conducted with Palestinians, theorised in part through Sara Ahmed's notion of an ‘affective economy’ of emotions. Overall, this study re-orients the predominant view of occupied space in the West Bank as an oppressive architectural blockade, to that of an affective regime constituted by a set of relations that require repeatable performances to produce the effect of territory. This re-framing opens possibilities for re-thinking resistance to the occupation by suggesting Palestinians may disrupt or alter the circulation of affect in order to reclaim their space and curtail Israeli extraterritorial ambitions.

Drama with a focus on professional communication – A phenomenographic study

The nursing program is intended to prepare students for future occupational life. One role for nurses in the nursing occupation includes being prepared to communicate well in various patient situations. The aim of this study was to describe variations in nursing students’ conceptions of a drama workshop to practically illustrate communication in nurses' work. This qualitative study was conducted at a university in southern Sweden. Interviews with 15 nursing students were conducted and the data were analyzed using a phenomenographic approach. Four descriptive categories were identified through the analysis: ‘Conceptions in relation to the development of empathy’, ‘Conceptions in relation to “my” learning’, ‘Conceptions in relation to personal development of professional identity’ and ‘Conceptions in relation to the understanding of applying pedagogy through drama as a method’. This study illustrates that the use of drama in nursing education can increase nursing students' understanding of professional communication relating to the care of patients. To use drama as an educational method provides opportunities to develop nurses' professional identity and professional role. Moreover, drama can act as a teaching strategy that increases the understanding of theory through practical exercises.

Theatre as method: Performance creation through action research

In order to truly examine critical cultural and social issues pertaining to young people, researchers must find ways to overcome the ways in which young people naturally filter their responses when speaking with adults, as these filters may limit what researchers are able to discover through interviews and focus groups. Working through theatre offers the opportunity for researcher and participant to co-construct knowledge. Drama workshops and the creation of a theatrical performance creates a community in which ideas and questions can be deeply examined and self-filtering and censorship mitigated; participant voice is centered and privileged. For seven weeks, I worked with thirteen high school girls to explore issues of identity through a devised theatre performance. My intent was to examine the ways arts-based research might provide more insight than traditional qualitative methods. This article discusses how working through theatre provided a space in which the girls I worked with felt more comfortable expressing their uncensored thoughts and opinions and offers a deeper insight into the ways working through the arts provides a model for participatory research that yields deep and nuanced understandings.

The Artistic Method of the Red Army Theater and Drama Workshop in Petrograd, 1919-1920

The Artistic Method of the Red Army Theater and Drama Workshop in Petrograd, 1919-1920

Language and Reading through Drama: Teachers’ Self-Efficacy

This pilot study examined the effect of drama exposure on preservice teachers’ self-efficacy beliefs regarding the language and reading development of their preschool students. Preservice teachers completed a survey before and after they participated in drama workshops. Results revealed statistically significant differences in pre- to post-ratings of teacher self-efficacy beliefs and attitudes regarding teaching language and reading skills, pointing to the potential impact of drama integration on teacher beliefs, which likely shape future instructional practices.

Developing a drama workshop approach to support learning for interprofessional collaboration in acute medical care

Developing a drama workshop approach to support learning for interprofessional collaboration in acute medical care

Co-Creative Learning in Innovation Laboratories Using Lego Serious Play Workshops

Although innovation laboratories offer creative and distinct physical spaces for mediating and directing innovation processes, research on their applicability for co-creative learning during serious play, particularly through Lego Serious Play (LSP) workshops remains limited. Previous studies suggest that serious play workshops tend to focus on scenarios, problem solving and reflective processes, with limited considerations for joint co-creation and learning potentials within innovation laboratories. Motivated by the creative prospects of metaphoric representations and shared stories, this study explores the possibilities of harnessing LSP for co-creative learning in innovation laboratories. This case study draws theoretical insights and practical relevance from a co-creative learning workshop involving three learning scenarios within a Middle Eastern and emerging economy context. Findings from the workshop show variability in representations, interactions and reflections, shaping possibilities for co-creative learning in innovation laboratories. Representations focus on systems, solutions and problems during fragmented, model-supported, model-mediated and integrated interactions that underpin a range of instance-based, variance-based, convergence-based and divergence-based reflections. These insights contribute to co-creation literature that views value creation as an amalgamation of open, collaborative and user innovation. The study concludes by discussing its theoretical implications, practical applications, and methodological limitations, which serve as the basis for future research directions.

The effects of creative drama on student teachers’ creative pedagogy and identity

This paper examines the effects of creative drama on student teachers’ creative pedagogy and identity construction. 15 student teachers were observed teaching prior to and following an intensive 30-h creative drama workshop which was designed based on Heathcote’s (1984) understanding of drama in education in order to cultivate creative pedagogy and ‘character’ building. The student teachers’ performance was video recorded to be evaluated by three raters using an observation scheme. In addition to the observations, participant-driven data were collected through reflective diaries and focus group interviews. The results showed improvement in pedagogical skills as well as increased awareness in shaping personal and professional identities. Because of their involvement in numerous drama activities, the participants particularly improved their creativity, spontaneous decision-making, and their use of body language. As a result, we proposed the Funnel Model for teacher education programs and discussed a teaching as a performing art approach with a teacher as a drama leader role.