Dramatic shifts in learning: a case study analysis of student literacy learning through drama. Issue 2 (3rd July 2021)

• Record Type: Journal Article
• Authors: Saunders, John Nicholas
• Is Part Of: NJ. Volume 45:Issue 2(2021)
• Page Start: 97
• Page End: 112
• Publication Date: 2021-07-03
• Subjects: Process drama -- literacy -- inferential comprehension -- school drama -- collective zone of proximal development; Drama in education -- Australia -- Periodicals; 792.0994
• DOI: 10.1080/14452294.2021.2013627
• Languages: English
• ISSNs: 1445-2294

Abstract

ABSTRACT: For some decades a growing body of research has articulated the transformative potential of learning in, about and through The Arts. In particular, it is clear that there can be a powerful relationship between drama-rich pedagogy and the enhancement of student literacies. This article reports on research that examined the processes and outcomes of one teacher professional learning program, the School Drama program and its impact on student learning in one Sydney primary school. This research investigated the impacts of the program on student literacy learning, specifically in the area of inferential comprehension through drama-rich pedagogy. Three Vygotskian concepts frame this research: the Zone of Proximal Development (ZPD), Drama and Play, and perezhivanie . The findings suggest positive shifts in student English and literacy outcomes – with this case investigating the focus area of inferential comprehension.