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Process Drama Research Articles

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Overview
218 Articles

Published in last 50 years

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  • Reflective Dialogue
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Articles published on Process Drama

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Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems

Travelling through time in a process drama on plastic pollution – temporality in teaching about the complexity of wicked problems

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  • Journal IconLearning, Culture and Social Interaction
  • Publication Date IconJun 1, 2025
  • Author Icon Kerstin Danckwardt-Lillieström + 2
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The Maieutic Method and Classical Plays in Process Drama – A Reflective Approach to Life Transitions in Middle Adulthood –

The Maieutic Method and Classical Plays in Process Drama – A Reflective Approach to Life Transitions in Middle Adulthood –

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  • Journal IconJournal of Korea Association for Drama/Theatre and Education
  • Publication Date IconFeb 28, 2025
  • Author Icon + 1
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Effects of Process Drama on English Speaking Competence among Undergraduate EFL Learners in China

Process drama has been widely utilized in educational settings to enhance student engagement and achieve communicative goals. Despite its growing application, there is limited empirical evidence assessing its effectiveness specifically for improving English as a Foreign Language (EFL) speaking competence among undergraduate students in China. This study investigates the efficacy of process drama in enhancing EFL speaking competence among non-English major undergraduates in China. A total of 84 participants were involved, with 42 assigned to an experimental group (EG) that received process drama-based instruction, and 42 to a control group (CG) that followed conventional teaching methods. Data were collected through pre- and post-tests evaluating speaking competence. The analysis employed paired samples t-tests, independent t-tests, and ANCOVA to compare the pre- and post-test results. The results demonstrated significant improvements in speaking competence in both groups; however, ANCOVA revealed that the EG exhibited significantly greater improvement compared to the CG (p = .003). This study confirms that process drama is significantly more effective than conventional teaching methods in enhancing English speaking competence, providing novel insights into the specific benefits of process drama, highlighting its potential to address the limitations of traditional teaching approaches and offering a valuable contribution to the field.

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  • Journal IconWorld Journal of English Language
  • Publication Date IconFeb 21, 2025
  • Author Icon Shujie Luo + 3
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Environmental wicked problems in middle school - emotional work in the happenstance

As a society, we face increasingly complex and intertwined environmental issues, such as extreme weather events, droughts, sea level rise, and unprecedented loss of biodiversity. The extent and ramifications of these issues remain largely unknown and clear-cut solutions are out of reach. We thus refer to them as environmental wicked problems (WPs). For decades, schools have been seen as the place where younger generations should learn about WPs and acquire a large variety of tools to face them. Instead, in this paper, we turn to emotions, and our aim is to explore how they come to matter in educational activities on WPs. To do this, we facilitate encounters between students and environmental WPs via process drama, thus opening up a space, a happenstance. There, students are not asked to resolve the environmental WPs, but are allowed to experience them, and thus (re)act and relate to situations, as well as human and non-human objects. Under the framing of Sara Ahmed’s ‘sociality of emotions’, we study these happenstance encounters, the emotions that emerge and we then unpack what these emotions do, their work, both to the activity and to its participants.

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  • Journal IconEnvironmental Education Research
  • Publication Date IconFeb 17, 2025
  • Author Icon Valentina Pivotti + 1
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Enhancing ESL Learners’ Non-Verbal Communication Skills through Process Drama

This research aims at determining the effects of the process drama on non-verbal communication behaviour of ESL learners in secondary school (SS group) and at a university (TI group). Six participants, three from each group were examined as focus participants and their non-verbal behaviours, including movements and facial expressions were studied. According to the findings, students in the TI group had better levels of non-verbal communication than those in the SS group. Additionally, these participants thought they displayed a wider variety of non-verbal actions. The findings also revealed that participants from the university group had higher self-reported non-verbal communication ratings than those in the secondary school and that the former perceived themselves as using more non-verbal behaviours than the latter. The study also identified some similarities in the non-verbal behaviours of both groups, such as maintaining eye contact while speaking. However, some contradictions were found between self-reported data and their actual behaviour. The study suggests that engaging in process drama could enhance learners’ non-verbal communication skills. The study also concludes that process drama improves the non-verbal skills, which help in improving the self-esteem and confidence of the learners of both learners from the different educational levels.

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  • Journal IconInternational Journal of Research and Innovation in Social Science
  • Publication Date IconJan 1, 2025
  • Author Icon Norhanim Abdul Samat + 2
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Mechanisms of co-presence in repetitive drama studio performances

When working with older children (ages 9-12) in a drama studio environment (extracurricular theatre and drama education with performative outcomes), keeping everyone present is both an exciting and challenging task. The process towards a performance can encompass several techniques and methods during the creative process, as well as on stage, in three core areas: 1. Impro and Process Drama; 2. Mentoring; 3. Language and Literature. Presence and co-presence occur as a result of focus, accepting, and building which are characteristic of improvisational theatre and process drama techniques that are used to keep students engaged and on task. Students address issues from an autobiographical and collaborative perspective, allowing them to play a part through improvised personal responses. The mentoring is present both outside and inside the play as mentors guide their students, assume some of the roles, and provide a meaningful framework and direction of the play. Fairy tales and well-known literary texts can be used as starting points; they are adapted and transformed on the spot. This results in a creative, spontaneous, and natural use of language that keeps the players present and alert throughout. This paper presents the examples from the Zagreb Youth Theatre (ZKM) Drama Studio's final production "A Bunch of Forest Fairies" (June 2023) which contains elements of Impro, process drama (uncharacteristically performed on stage), inside and outside mentoring (super mentoring), and fairy tale elements that are transformed in a new socio-cultural context. Such an approach enables the players to perform the same play repetitively with the same intensity and presence as the first time, allowing them to re-explore relationships, expressions, and texts in a new and meaningful way.

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  • Journal IconScenario: A Journal of Performative Teaching, Learning, Research
  • Publication Date IconDec 31, 2024
  • Author Icon Željka Flegar + 1
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Amma La: Reflective Account of a Participatory Mixed Theatre Method in Migration Research in India

This article presents the methodological process of interpreting the ethnographic data of my research about the question of Indian citizenship for Tibetan refugees in India as a theater play titled “Amma la” (meaning “mother” in Tibetan). I present the enacting of the theater play “Amma la” with young Tibetans in India (2019) at three different institutions. I argue that performing the theater play “Amma la” with Tibetan participants in 2019 is a method of enacting the research findings in a participatory, collaborative, creative, and novel way that opens up possibilities for shared meanings and transformative re-interpretation of the data within an embodied, artistic, and performative dimension. I argue that the performance of the theater play “Amma la” sits theoretically at the intersection of verbatim theater, political theater, and participatory drama as well as forum theater and physical theater. It could also be argued that the theater play “Amma la” constitutes a form of experimental theater that is not complete and foreclosing, but processual and prospective. And finally, performing “Amma la” is a form of process drama, focusing on improvisation, and the process of creating and acting a scene for the benefit of the participants-actors, and not on the polished and rehearsed performances for a specific audience. For these reasons, I argue that “Amma la” is constructed on and theoretically supported by what I will simply call participatory mixed theater methods.

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  • Journal IconJournal of Participatory Research Methods
  • Publication Date IconOct 9, 2024
  • Author Icon Lidis Garbovan
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Process drama and foreign language learning: A case study of preservice teachers learning French

AbstractThis study examines the usefulness of a Process Drama approach for supporting the development of linguistic and communication skills of preservice teachers learning French as a world language in an Early Childhood Education licensure program. Process Drama is an interactive approach to teaching language in which the teacher and students carry out a series of improvisations in the classroom, in which students perform in different types of situations while working on different subjects of the curriculum (Bowell & Heap, 2017; Glass et al., 2013) Through a pretest–posttest design and a qualitative analysis of a questionnaire, findings indicated that preservice teachers improved their pronunciation, intonation, fluency, and nonverbal language in the target language. In addition, they had positive perceptions regarding the experience and the gains they made. Finally, preservice teachers believed that this approach could be implemented with Early Childhood Education students.

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  • Journal IconForeign Language Annals
  • Publication Date IconSep 23, 2024
  • Author Icon Carla Míguez‐Álvarez
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Teaching EFL/ESL through Educational Drama: Trends and Effectiveness: A Systematic Review

The main goal of this study is to examine the trends and significant findings regarding educational drama in teaching English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms. This study analysed educational drama techniques literature in English language teaching published in international databases, Web of Science, EBSCO and Science Direct from 2012 to 2022. A bibliometric systematic review was conducted, yielding a total of 44 papers. Then, the authors, journals of publishing and language skills were recognised. An inductive content analysis distinguished two main research themes: linguistic and non-linguistic skills. The findings suggest that educational drama techniques should be adopted and adapted to enhance and integrate the four linguistic skills; speaking, listening, reading and writing. Furthermore, educational drama techniques have been proven to boost non-linguistic skills (social, emotional, motivation and learner autonomy). However, the undeniable benefits of drama in the educational process, both generally and in the fields of EFL and ESL, are still limited to a few countries where authors have experimented with its merits and drawbacks. Nevertheless, it is expected to spread worldwide in the coming years, increasing its reach and impact.

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  • Journal IconAsia Pacific Journal of Educators and Education
  • Publication Date IconJul 18, 2024
  • Author Icon Laila Dawoud + 2
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Difficulties of translating language and ideas in process drama research across cultural contexts: Insight from Sri Lankan experiences

Completing Ph.D. degrees in western or European countries has long been a practice for students and researchers around the world, which contributes to scientific productivity, allows for international recognition and encourages international ties and collaboration between researchers from different countries. Many of these doctoral students conduct data collection for their research projects in their native language in their home country before moving on to the analysis and interpretation stages with the support of language translation. The quality of the translation process and interpretation of data has a huge impact on the ultimate effectiveness and success of proposed interventions. However, conducting data collection in one’s native language, particularly in creative arts such as drama, presents unique challenges for translation and interpretation processes. This article reflects upon the challenges encountered during the translation of data from two original sources – one in Australia and one in Sri Lanka – during an investigation of a process drama intervention. It discusses the cultural and linguistic appropriateness of research methodologies within different educational contexts, emphasizing the importance of considering these factors for ensuring research credibility and validity. By addressing these challenges, educators and researchers can create more inclusive and impactful learning environments for students across diverse cultural and linguistic backgrounds.

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  • Journal IconApplied Theatre Research
  • Publication Date IconJul 1, 2024
  • Author Icon Ayomi Indika Irugalbandara
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과정드라마에서의 창조적인 상호작용을 위한 리더의 역할 연구 - '노란 달' 프로젝트 사례를 중심으로 -

과정드라마에서의 창조적인 상호작용을 위한 리더의 역할 연구 - '노란 달' 프로젝트 사례를 중심으로 -

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  • Journal IconJournal of Korea Association for Drama/Theatre and Education
  • Publication Date IconJun 30, 2024
  • Author Icon Seul Gi Hyun
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Dramatization and Theater Performance: An Approach to the Teaching and Learning of English Literature

This case study investigated the integration of drama in English literature teaching in a British literature course for English majors at Ho Chi Minh City Open University. It attempted to explore the underlying teaching strategies through dramatization. The primary data was collected through qualitative methods, the interview and observation to get a clear picture of how drama-based lessons were conducted and brought to theater performance. The study revealed several significant findings. First, dramatization bears some resemblance to Process Drama (Kao and O’Neill 1998) in its techniques. Therefore, the researcher was able to devise a set of teaching techniques in relevance to dramatization. The consolidation of the main phrases and steps was proposed to implement dramatization effectively in this English literature class. The researcher argued that the integration of creative drama into English literature teaching was deemed effective and had the potential in building the learners’ understanding and appreciation of English literature. It is also noticeable that the performance of students’ works on stage enhanced learners’ appreciation and viewers’ literary experience.

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  • Journal IconInternational Journal of Current Science Research and Review
  • Publication Date IconJun 29, 2024
  • Author Icon Duyen Thi My Pham + 1
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Process drama as a tool for participation in explorations of ‘wicked problems’ in upper secondary chemistry education

This study targets a special form of educational drama called process drama, as a potential means for enabling student engagement with wicked problems. The overarching aim is to explore how process drama may afford student agency in dealing with wicked problems in upper secondary chemistry education. It is a design-based study with two cycles of intervention in two schools. A process drama plan was designed to focus on the wicked problem of plastic pollution. The interventions were video- and audiotaped and thereafter transcribed. The data were analysed using a combination of qualitative content analysis and a sociocultural framework of the two dialectics agency|structure and margin|centre. The analysis resulted in three themes regarding how plastic pollution and plastic use was explored in the process drama. The students participated in a constant flow between margin and centre where different spaces for students’ agency was afforded. In brief, our main finding is that process drama enables students and teachers to participate in a variety of ways in the exploration of wicked problems, and talk about plastic pollution and plastic use, while drawing on knowledge and perspectives of science as well as values and societal and social science perspectives and knowledge.

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  • Journal IconLUMAT: International Journal on Math, Science and Technology Education
  • Publication Date IconJun 11, 2024
  • Author Icon Kerstin Danckwardt-Lillieström + 2
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Looking at cyberbullying from different perspectives and roles: an online process drama research with Turkish participants

ABSTRACT This research explores how a process drama workshop on cyberbullying can be carried out in digital space with adults, aiming to understand participants’ perspectives on cyberbullying and the workshop itself using online tools. During the research, process drama was used as a participatory research method. Participants from various cities in Türkiye created a dramatic fiction collectively and performed improvisations on cyberbullying. They evaluated the process drama workshop, and various drama strategies, and Web 2.0 tools employed during the workshop. They discussed how process drama can help in understanding cyberbullying issues, and they proposed various solutions to address the problem.

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  • Journal IconResearch in Drama Education: The Journal of Applied Theatre and Performance
  • Publication Date IconMay 29, 2024
  • Author Icon Gökhan Karaosmanoğlu
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Entangled worlds: the becoming of interpretive spaces in pupils’ engagement with literature through process drama

ABSTRACT This article explores the potential for engaging 7 and 8-year-old school pupils in performative literature interpretation through process drama. Inspired by new materialism and affect theory, we focus on how literature interpretations come into being in dramatic fiction, and on how these becoming interpretations merge with the classroom. The study explores interpretive spaces as entangled worlds in mutual engagement of pupils, teachers, and researchers in interpretation through process drama. The study establishes a theoretical framework in pointing out ways in which process drama performances contribute to engage the youngest school pupils in literature interpretation and present social problems.

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  • Journal IconResearch in Drama Education: The Journal of Applied Theatre and Performance
  • Publication Date IconMay 8, 2024
  • Author Icon Thomas Roed Heiden + 1
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Research on Innovation and Application of “Process Drama” in Teaching and Extracurricular Practice

With the promulgation and implementation of China’s double reduction policy and art curriculum reform policy, there has been a new shift in the field of education, from exam oriented education to comprehensive development education for students, with the goal of holistic development. The innovative teaching model of “process drama” aims to promote the comprehensive development of students, using the popular “script murder” as a carrier to carry out teaching activities that promote ideological and political education in courses, cultivate students’ cross-cultural communication skills, and guide them to tell Chinese stories well in English.

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  • Journal IconFrontiers in Humanities and Social Sciences
  • Publication Date IconApr 27, 2024
  • Author Icon Lvyi Wang + 4
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Process Drama as a Tool in the Management of Dental Fear and Anxiety

Process Drama as a Tool in the Management of Dental Fear and Anxiety

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  • Journal IconJournal of South Asian Association of Pediatric Dentistry
  • Publication Date IconApr 27, 2024
  • Author Icon Suzan Sahana + 2
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How to Use Drama Techniques in English Language Teaching: Guiding Principles for Teachers

Educational drama techniques are invaluable devices for language teachers to engage students in riveting language learning experiences. By creating fictitious plots and putting students in the role of characters, process drama enables language learners to use language in context and develop communication skills in an active and synergistic way. This approach also fosters creativity, critical thinking, and problem-solving skills, which are vital for language acquisition. This study underlines the importance of drama techniques in language teaching and learning, emphasizing their potential to engage learners, improve communication skills, and develop creativity. It probes into the principles of utilizing process drama techniques in language teaching through a qualitative content analysis of systematic observation notes concerning the English with Educational Drama program that was underway for 11 weeks from the beginning of December 2021 until the end of February 2022. Analyses of collected data entailed codification and classification of the content, which resulted in the identification of nine themes, which brought about the formation of nine principles: preparation, repetition, entertainment, unpredictability, diversity, flexibility, willingness, collaboration, and feedback. These principles are presented and discussed in detail. The principles were found to guide the effective use of process drama techniques in training English teachers and teaching English to young learners. This study contributes to the flourishing research on drama techniques in language education and proposes guidelines for language teachers interested in employing process drama techniques in their classrooms. We hope that the identified principles will help teachers plan and apply effective and engaging language lessons while also enhancing learner motivation and participation.

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  • Journal IconRumeliDE Dil ve Edebiyat Araştırmaları Dergisi
  • Publication Date IconApr 21, 2024
  • Author Icon Süleyman Başaran
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Utilizing process drama in education: a study of pedagogical perceptions

Language pedagogy currently remains an evolving field for teachers, scholars, and researchers as the world is advancing towards AI and other technologies, but accordingly it still poses difficulties and problems of authenticity and suitability. A number of strategies and methodologies have been used by different educational psychologists and applied linguists, but pedagogues still face problems with classroom pedagogy. The strategies and methodologies that have evolved in English pedagogy aim to develop procedures and concepts for designing materials which can be utilized in classrooms. The purpose of developing theories for the classroom is to develop the communicative competence of students, which is unfortunately not currently achieved due to the heterogeneous nature of classrooms. Process drama, unlike other instructional methods, attempts to amalgamate various language skills in pedagogy. It is devoted to targeting productive and receptive language skills. The research aims to elicit responses from teachers regarding the use of PD in the language classroom. The participants (46) were chosen randomly for this study, and a mixed method was employed by the researchers, using a questionnaire consisting of closed and open-ended questions. The findings of the study revealed that PD is an engaging, interactive and communicative pedagogical strategy that brings the desired learning results.

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  • Journal IconXLinguae
  • Publication Date IconApr 1, 2024
  • Author Icon Sohaib Alam + 3
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Investigating Pre-Service Teachers’ Satisfaction of Integrating Drama-Based Activities into Practical Science Teaching

This study explored the views of 63 Taiwanese pre-service teachers who had participated in a workshop about the value of integrating drama-based approaches in their practical science learning. It was primarily designed to investigate the pedagogical approach of Heathcote and other founders of process drama. In addition, it examined specific claims that it immerses learners in an enjoyable and social learning environment (Poston-Anderson, 2008; Lin, 2017) and that learners can practice core scientific skills such as making predictions, observing, and then validating their predictions (Weisberg et al., 2016). Following the workshop, participants completed an anonymized online questionnaire. Descriptive data analysis indicated that most participants (75%) strongly agreed that integrating drama-based approaches into practical science teaching was satisfying. Of the remainder, 20.7% agreed, 2.1% neither agreed nor disagreed, 2.2% disagreed, and none strongly disagreed with this statement. Moreover, 34.9% of the participants lacked opportunities to experience improvisation and integration of drama-based teaching in practical science. The study indicated that a drama-based approach can be a highly effective strategy for enhancing practical science teaching among pre-service teachers. Furthermore, the findings provide valuable insights into the factors influencing drama-based teaching in practical science. They suggest it could be an excellent strategy to stimulate learners’ interest in science and interdisciplinary science-related subjects and improve their science skills. Teachers could thus provide young children with similar drama-based teaching in practical science activities to promote their learning of science. Finally, the study offers a set of important recommendations for future pedagogical policymaking and further research by drama-based practitioners.

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  • Journal IconEuropean Journal of STEM Education
  • Publication Date IconMar 21, 2024
  • Author Icon Chiu-Hsia Huang + 2
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