Using theatre techniques as a tool to enable active learning : searching for a pedagogy to transform spectators into spect-actors
Date
2005-12
Authors
Van Schalkwyk, Mareth
Journal Title
Journal ISSN
Volume Title
Publisher
Stellenbosch : University of Stellenbosch
Abstract
In Britain provision is made for students with a low Basic Skills level (literacy and
numeracy) to continue with their post-GCSE education in a low level vocational
course. These low level courses aim to teach students basic, life and vocational
skills necessary to progress to the next level. This study aims to find a pedagogy
which is suited to the needs of these marginalised students and transforms them
from spectators into spect-actors.
Two programmes were designed, implemented, managed and measured by this
study in order to find the pedagogy best suited to the needs of these students.
Programme 1 was based on ideas by the educationalists Kolb, Petty, Honey and
Mumford; and aimed to empower students with the basic and life skills necessary
for progression.
Programme 1 failed as the mostly narrative pedagogy was associated with a
similar pedagogy used in schools. Assessment methods were unsuitable and the
course paid more attention to the needs of the group than the needs of the
individual.
Programme 2 aimed to actively involve students in the learning of skills essential
to progression and was based on theatrical techniques. Augusto Boal’s Theatre
of the Oppressed techniques, especially Forum Theatre, formed the basis of the
student-centred programme. Boal’s interactive theatre techniques, together with
ideas taken from Aristotle, Artaud, Brecht, Heathcote and Freire formed the
pedagogy of an interactive course where the focus fell on the needs of the
individual student.
This study found that Programme 2 was successful. Students took to the taskbased
interactive course where all solutions to problems were found by means of
active investigation, no theorem was learned without application and no action took place without a purpose. Students changed from spectators into spectactors
with a view that the world is not stagnant but transformable. Achievement
and success rates back up the findings.
The interactive pedagogy using theatre techniques to teach can be applied
across the curriculum and it is suggested that such courses should run alongside
main stream academic courses to accommodate the learning of all students.
Description
Thesis (MDram (Drama))--University of Stellenbosch, 2005.
Keywords
Drama in education, Theater and youth, Drama -- Therapeutic use, Dissertations -- Drama, Theses -- Drama