Date of Award

2009

Publication Type

Master Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Kara Smith

Keywords

Communication and the arts, Education

Rights

info:eu-repo/semantics/openAccess

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

Many teachers struggle to find ways to engage their students. This study sought to determine the effects of using drama as an aid to the curriculum in the classroom. Two content areas were utilized to help determine if drama enhanced teacher vocational satisfaction while aiding teachers in accomplishing the Ministry guidelines. Further, this study sought to examine and explore how drama could help the building of socially and intellectually engaged classrooms. Data, interviews, questionnaires and on-site observations were collected over a total of 8 weeks for a total of 20 lessons, which incorporated drama and language as well as drama and mathematics, respectively. Results indicated that the drama intervention was more effective when the teacher implementing the lessons had a drama background and an appreciation for the ideals of drama as a learning tool. For one of the teacher subjects, the consequences of undervaluing drama caused a negative effect on the overall outcome of the drama itself. It is suggested that because drama was an activity that, to some degree, enhanced vocational happiness, aided with the delivery of the ministry guidelines and helped to form a stronger sense of community, that drama, in some cases, can be a powerful learning tool for both the teacher and the student.

Share

COinS