Drama in Education and concepts of knowledge and learning

Associate Professor Aud Berggraf Sæbø

University of Stavanger, NorwayAud.b.sebo@uis.no Engaged in 3 national research

programs from 2001 – 2010.

WCS 2009 Newcastle Aud Berggraf Sæbø Norway

Who am I as researcher? My context:

- teacher educator, researcher and grandma - drama in education to improve teaching & learning process, learning environment and learning outcome- the joy of learning

My questions:- what IS learning about?- why is learning at school “boring”?

My research hypothesis:- learning has to include creative and challenging activities, otherwise it gets boring – this is related to concepts of knowledge and learning

WCS 2009 Newcastle Aud Berggraf Sæbø Norway

Why question drama in relation to education; - the teaching and learning process?

My concern: Educational mandatory

documents makes a lot of policy statement for the arts and creative modes of expression, experience and reflection in education (Sæbø 2003, 2005).

WCS 2009 Newcastle Aud Berggraf Sæbø Norway

Norwegian Research... find that in primary traditional whole

class teaching and individual work are dominating. Student active learning are rather superficial practiced with a week focus on the learning outcome (Klette 2003)

Theoretical subjects gives theoretical teaching (Haug 2003) – and even more in this PISA test hysteria

WCS 2009 Newcastle Aud Berggraf Sæbø Norway

”Mind the gap” Research show there is an ocean between the

rhetoric about arts (and drama) in education and what happens in teacher training and school (Bamford 2006, Sæbø 2008)

WHY?

WCS 2009 Newcastle Aud Berggraf Sæbø Norway

Concept of knowledge and learning

Empirisme (realisme - experience):- the answer is given in the nature

Rationalisme (idealisme - cognition): - the answer is given in the sense/rational

Construktivisme (critical - dialectical):- the answer is created/constructed and dependant on the social and cultural world we live in

WCS 2009 Newcastle Aud Berggraf Sæbø Norway

Concept of knowledge in arts An empirical handcraft tradition (Aristotles)

- from imitating to perfect hand craft

A romantic rational expressive tradition (Platon) - from representation of my understanding

to my own ”genius” expression

A transformative Art as experience tradition (Dewey)

- from explorative re/de construction to creative construction (pragmatisk estetikk)

WCS 2009 Newcastle Aud Berggraf Sæbø Norway

Some findings from my research on Drama in Education and Curriculum

WCS 2009 Newcastle Aud Berggraf Sæbø Norway

Teachers and Students Reasons for drama in school

0 2 4 6 8 10 12

Other reasonsLearn about drama

Learning as exploring Theatre playing

Learning outcomesConcretizing

Variety of methodActive learning

Learning environmentImagination/ creativityCreate engagement

Train performing

Pupils N = 91 Teachers N = 371

WCS 2009 Newcastle Aud Berggraf Sæbø Norway

Drama Integration in & across School Subjects- Some Research Findings:

The potential of drama (arts) in education is above all dependent on the teachers’ ability to structure a constructivistic creative teaching & learning process, and to be a part of the creative playing.

AND IF SO Drama creates students engaged learning

pressure/desire Students find learning interesting & challenging Boys seems to especially benefit and learn better

BUT To really and truly implement creativity and the creative

potential of drama (arts) in the teaching and learning process, the teachers need to examine their own concept of knowledge and learning.

WCS 2009 Newcastle Aud Berggraf Sæbø Norway

From my latest pilot research: Successful Schools Twelve criteria for Arts and Culture in

Education Rector's conscious will and ability to focus on arts in

education Rector's belief that art is as important as other subjects

for students' holistic development and learning Rector's conscious commitment to well-qualified

teachers in all the aesthetic disciplines Joint development of recurrent models for theme

organization of teaching and learning in all subjects, that are incorporated permanently in the annual plans, and followed up in the community of teachers and does not depend on the will of the individual teacher

Work with curriculum analysis to determine how the art subjects and the other subjects in school may fulfil part of each other's basic competence in education

Conscious work with basic skills and competencies in all art subjects

WCS 2009 Newcastle Aud Berggraf Sæbø Norway

Twelve criteria for Arts and Culture in Education ..

Conscious effort on academic work and training in dance, drama and media

Common basic understanding of what quality of aesthetic and student active teaching and learning means for students' overall learning and development

The school's conscious commitment to quality in theme and project work, that continues in presentations, exhibitions and performances in the school environment and community

The schools' deliberate use of the Cultural Rucksack as an integral part of training in school subjects

An active collaboration with arts and cultural institutions to be integrated into education

Cooperation with the Cultural School for training, capacity building and joint projects

WCS 2009 Newcastle Aud Berggraf Sæbø Norway

Arts in Education: Do teachers know how to structure

an art integrated creative learning process?

How do we teach student teachers and teachers to structure an art integrated creative teaching- and learning process (in all subjects) when a traditional theoretical (non aesthetic) concept of knowledge and learning are dominating in school and teacher education?

My answer is action based research together with teachers & students!