Home Page
What is Drama?
Educational Theories
SACSA Framework
Drama Activities
Observations
Research
Resources

Educational Theories

Gardner | Piaget | Kohlberg

 

INTERPERSONAL INTELLIGENCE:

Vygotsky (Mind and Society,1978), suggests that a child can come to know themselves through coming to know other individuals.

Drama creates opportunity for children to interact in a productive and purposeful way, with other class members.

Vygotsky (1978) wrote of the zone of proximal development, suggesting that, with the help of teachers 'scaffolding' (Bruner 1988 p.92) (providing guidance, reinforcement, structure e.t.c) children's own experience can be extended.

Drama can direct children toward extending their 'curriculum' experiences, to solve problems and deal with situations, which on the surface would appear to be too difficult. Being involved in 'fictional' situations can lead them toward this zone.

Mem Fox examines this extension in her book on Drama, (Lazybones).

Cognitive and affective development are linked, through testing ideas and attitudes in hypothetical roles, a child may experience growth in self confidence and in the ability to formulate and challenge ideas. Through exposing their ideas and feelings to eachother, better sense is made of them. "Making correlations between the behaviour and states of others, with their own, is an important step in defining who they are".

Vygotsky emphasised the critical role of language and culture in human development. Language allows people to learn from others and to communicate. He writes that through dialogue driven by activity, ideas are naturally exchanged and development occurs.

Discourse plays a central role in the formulation of meaning. Learning , to appropriatley reflect the living, dynamic and constantly changing world, must occur in a non static and fluid learning environment whereby language (spoken and body) is used in the expression of meaning aswell as the creation of it.