Drama in Developing Student Learning - Essay Example

Drama in Developing Learning leaning has changed from knowledge transfer approach to interactive, experimental approach learning. Drama is used in the classroom to help students learn through interacting with other students. In drama, pupils are required to participate in active role taking in order learn from each other. Attitudes developed by the pupils is what is important, not the characters. The main concern of drama is discovery at this moment. Further, drama should not be based on memory. Drama is also important because it helps pupils to develop metacognitive skills. In addition, drama helps the pupils to apply the newly taught skills and knowledge in the class room to real life situations (Rimmerman & Gearan 47). Drama can be to foster the active participation of each pupil in the discussion. Active participation ensures that pupils benefit from experimental learning. Pupils are put into groups where they are expected to engage in role plays of what they have learnt in class. Life skills taught by the teacher are expected to be demonstrated by the pupils so that they can learn and use the knowledge in real life experiences (Warren 12). Drama is used in developing literacy among pupils by educators. Students are able to learn how to read and write faster when drama activities are used by the teacher. However, drama activities must be used within the appropriate social context to enable the pupils learn effectively. Drama ensures that the pupils participate in meaningful communication with other pupils thereby fostering social interaction and feedback. The interactions among pupils ensure that new knowledge is internalized. Further, drama activities can be used in fostering pupils who can engage in independent learning activities, even if the teacher is not around (Guskey & Bailey 4). Dram offers important communication experiences to pupils. Dram involves thinking loud which ensures that pupils are able to develop language skills necessary in the learning process. The child has an opportunity to articulate, express and verbalize thoughts in the context of improvised drama activities. In addition, participation in drama activities develops listening skills that are necessary for the learning process to be successful. Children have an opportunity to act as the audience and propose what they would do if they were given a chance to perform the activities (Lewis & Reiner 9). Drama involves role taking. This is important because it enables the pupil to develop speaking skills as they try to select the best form of language to use in different social settings. Oral language development in pupils ensures that they learn how to read words. Oral language development gives them a chance to generalize from their speaking skills while trying to read (Lewis & Reiner 10). Further, drama activities are important in developing writing skills. Writing skills can only be achieved after the students have developed effective speaking skills. The teacher can develop the writing skills in the pupils through dramatic improvisation that is aimed at capturing the interests of the pupils and give them a chance to experience success in creating scenes orally before trying to do so in writing. Drama is very important in fostering learning. Drama ensures that pupils engage in creative learning environments where they are able to learn real life scenarios in a safe environment. The drama sessions in the class should be designed in such away as to enable the pupils to critically examine issues, take part in discussions, learn from each other perspectives, and reflect on their personal experiences (Lewis & Reiner 10). Drama in Learning Geography Drama is important in geography since it promotes effective and pupil centered learning. The pupils are expected to use role play in discussing controversial issues such as the construction of a road around settlement. The geography teacher should ensure that the students understand the useful and interesting applications of knowledge of geography in daily life. This can only be achieved when the students are given a chance to practically learn how to use instruments in experiments. The teacher is likely to make the lesson more interesting when students are allowed to form groups where they can discuss interesting application of geography to daily life. A visit to a dam while teaching about dams is appropriate for the students to learn all ideas concerning the facts. The teaching of geography should be more practical and is student oriented (Butt, 158). Drama can be used by the teacher to develop creative talk. Creative talk enables the students to use their imagination, prior knowledge and interests, and language in order to investigate, enquire and hypothesize new geographical ideas. Creative talk ensures that students assess and reassess themselves on their perspectives. Further, it ensures that students develop a greater confidence, be responsible and have high self esteem in the process of learning (Butt, 158). Traditionally, geography was taught through rote learning. The teachers mainly concentrated on the passage of information to the students through repetition and practice. The traditional approach to teaching geography heavily relied on memorization of ideas. Rote learning is the process whereby students are expected to recite whatever they have learnt in the class. The risk with this approach is that students may not necessarily understand concepts or ideas that surround what they have memorized (Gersmehl 287). Drama in teaching geography involves the use of maps and charts to make the teaching process effective. Maps are essential for effective learning of concepts in geography. The arrangement of drawings in the maps should be arranged adequately so that each pupil is able to participate in the location of places in the map. A thin long stick is used by the teacher to point to the students various places in the map. The students can then be asked to point to the places and aspects that had been demonstrated by the teacher (Aggarwal 44). In a geography class, students should get the chance of using the instruments such as thermometers and other meteorological instruments in leaning geographical concepts. Learning geography cannot be successful if the students do not get the chance to experiment the ideas from the teacher. Thermometers and other meteorological instruments make the process of teaching geography more effective. There is no way the students can learn about humidity without engag8ing in role plays and having the opportunity to experiment with the instruments (Owen & Ryan 117). Motivation Motivation involves both internal and external factors that encourage individuals to work harder in life in order to achieve their goals. In the classroom: Motivation involves those factors that make the student have interest in the process of learning. Motivation is important in ensuring that every student benefits from classroom activities (Prendiville & Toye 5). Motivation relates to factors that student considers being important, and what they need and value. To motivate the students, the teachers should develop a learner centered approach to learning and teaching. The teacher should also identify the needs of students and emphasize the importance of whatever is to be leant by the students. Drama in Motivating Pupils Drama ensures that students develop interest and motivation while learning certain concepts in the classroom. Interest and motivation are important because the help the student understand concepts easily. Drama has effects on personal attitudes of pupils often linked to the course of gaining new ideas and concepts. Further, drama builds self confidence in pupils when they are given an opportunity to participate in role plays and to contribute to discussions in the class. Drama lets the children experience anew role that is unique to them, for instance, pupils can take the role of “a powerful king” where they are able to see themselves having powers they never new they had within them. Performing roles motivates pupils to develop their skills and talents in life. In addition, drama can help the pupil’s develop the desire to be part of the leaning process. Active participation in class work through discussion and asking questions motivate the pupil to learn new concepts that were not explained by the teacher (Ball 12). Drama motivates the pupil’s desire to read more books thus improving their knowledge. This is achieved through the desire to participate in the dramatization of text books in the classroom. Children normally develop the desire to participate in the dramatization of many books as possible which encourages them to read more books. They are motivated by the urge to find good books that can be dramatized. The selection of the text to dramatize involves several reading selections to find the suitable book to be dramatized (O’Neil & Lambert 41). Pupils are excited when they perform scenes for the audience such as the parents, class members, and to the school. Participation in drama after learning certain concepts and repeating them over and over help the pupil to have a positive attitude towards reading (Burnard & Hennessy 63). Conclusion Dan individual’s contribution in the learning process is very important. Drama ensures that children participate in the learning process and have their opinions reinforced as being valuable to the group. Helping the students contribute to the learning process and reinforcing their ideas should be the main aim of the teacher. Drama leads to more interest in the process of leaning than in traditional forms of lectures where the student did not participate actively. Apart fro teaching specific skills, drama helps the teacher in nurturing students to become cooperative in the learning process. Finally, drama motivates students to read several texts thus helping the teacher nurture life long learners. Works Cited Aggarwad David. Modern Methods of Teaching Geography. New York. Sarup &Sons. 2004. Ball Ametha. Multicultural Strategies for Education and Social Change. New York. Teachers College Press. 2006. Burnard Pamela & Hennessy Sarah. Reflective Practices in Arts Education. New York. Springer. 2006. Butt Graham. The Continuum Guide to Geography Education. New York. Continuum International Publishing Group. 2000. Gersmehl Philip. Teaching Geography. New York. Guilford Press, 2008. Guskey Thomas & Bailey Jane. Developing Grading and Reporting Systems for Student Learning. Corwin Press, 2001. Lewis Martin & Reiner John. Teaching Classroom Drama And Theater; Practical Projects For Secondary Schools. London. Routledge, 2012. O’Neil Cecily & Lambert Alan. Drama Structures: A Practical Handbook for Teachers. New York. Nelson Thomes. 1992. Owen David. Teaching Geography 3-11: The Essentials Guide. New York. Continuum International Publishing Group. 2001. Prendiville Francis & Toye Nigel. Speaking and Listening Through Drama 7-11. New York. SAGE. 2007. Rimmerman Craig & Gearan Mark. Service Learning and The Liberal Arts: How and Why It Works. New York. Lexington Books. 2011. Warren Bernie. Creating a Theatre in Your Classroom and Community. Ne York. 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