'We ur al aff tae th' big schuil' – pupils' and teachers' views and experiences on using Drama Conventions to support primary-secondary transition. Issue 8 (16th November 2020)

• Record Type: Journal Article
• Authors: Barlow, William D.
• Is Part Of: Education 3-13. Volume 48:Issue 8(2020)
• Page Start: 893
• Page End: 908
• Publication Date: 2020-11-16
• Subjects: Primary-secondary transition -- drama education -- Drama Conventions; Education -- Great Britain -- Periodicals; Education, Primary -- Periodicals; Education, Elementary -- Periodicals; 372.942
• DOI: 10.1080/03004279.2019.1668819
• Languages: English
• ISSNs: 0300-4279

Abstract

ABSTRACT: This case study explores pupils' and teachers' views on using Drama Conventions during primary-secondary transition. The intervention took place during the final month of the Scottish academic year (June), in 3 associated state primary 7 classes (the last year of primary school in Scotland) with 78 pupils and 3 teachers. Forty-nine pupils completed a retrospective questionnaire on the intervention at the end of secondary term one. This paper suggests that a Drama Convention approach to primary-secondary transition creates a learner-centred transition curriculum developing: solidarity, empathy, meta-awareness, multiple perspectives and understanding of transition bullying. Qualitative data methods included: pupil questionnaires and focus groups, teacher semi-structured interviews, teacher observations and a researcher diary. The conclusion outlines recommendations for future transition research, policy and practice.