Educational drama in education

Topics: Educational psychology, Learning, Drama Pages: 15 (8396 words) Published: November 18, 2014
Educational drama in education for sustainable development: ecopedagogy in action

he research on which this paper is based is a response to the UNESCO directive for the Decade of Education for Sustainable Development (ESD) 2005–2014. Educators are advised to prepare young people for sustainable development and global citizenship and the Arts should be included in programmes in ESD. This paper presents an overview of a research project based on the hypothesis that educational drama might be a useful medium for teaching and learning in environmental, sustainable development and global citizenship education. Central to the project, an ethnographic case study employing a multi‐case approach, based on three research questions, was a series of drama–ESD lessons, taught to three classes of 10–11 year old children in three primary schools in the West of Scotland. Data were gathered using a range of instruments: interviews; observation schedules; pupil evaluations; research‐practitioner reflective field notes; and video‐recordings of the lessons. This paper presents a summary of the results of the extensive, multi‐dimensional analysis of the data, in terms of the pedagogical themes that began to emerge. The final section of the paper suggests that there are many pedagogical approaches common to educational drama and ESD and that, indeed, a range of dramatic techniques and conventions can be an important addition to the repertoire of active learning approaches employed by the ESD educator. View full text

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Keywords
education for sustainable development, 
educational drama, 
pedagogy, 
ecopedagogy, 
global citizenship education
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Abstract
Jump to section
Background and location of the research
A pedagogical approach to ESD through drama:...
Methodology
The outcomes from the analysis of the data
Conclusion
The research on which this paper is based is a response to the UNESCO directive for the Decade of Education for Sustainable Development (ESD) 2005–2014. Educators are advised to prepare young people for sustainable development and global citizenship and the Arts should be included in programmes in ESD. This paper presents an overview of a research project based on the hypothesis that educational drama might be a useful medium for teaching and learning in environmental, sustainable development and global citizenship education. Central to the project, an ethnographic case study employing a multi‐case approach, based on three research questions, was a series of drama–ESD lessons, taught to three classes of 10–11 year old children in three primary schools in the West of Scotland. Data were gathered using a range of instruments: interviews; observation schedules; pupil evaluations; research‐practitioner reflective field notes; and video‐recordings of the lessons. This paper presents a summary of the results of the extensive, multi‐dimensional analysis of the data, in terms of the pedagogical themes that began to emerge. The final section of the paper suggests that there are many pedagogical approaches common to educational drama and ESD and that, indeed, a range of dramatic techniques and conventions can be an important addition to the repertoire of active learning approaches employed by the ESD educator. Keywords

education for sustainable development, 
educational drama, 
pedagogy, 
ecopedagogy, 
global citizenship education
Background and location of the research
Jump to section
Background and location of the research
A pedagogical approach to ESD through drama:...
Methodology
The outcomes from the analysis of the data
Conclusion
The focus of this paper is a research project that examined the potential of educational drama as a...

Citations: Conclusion
An analysis of the literature pertaining to the effective delivery of ESD in the school curriculum (McNaughton 2007) revealed ESD to be underpinned by six pedagogical themes
Holistic learning
The integrated, holistic nature of learning is a recurrent theme in environmental and sustainable development educational research (Palmer 1998, Sterling 2001)
Based on and in the environment
Education outside of the classroom, in the environment, is identified as a basic principle in ESD (SOEnD 1993)
Focused on values
At the heart of sustainable living there must be a set of values, held by individuals and by society, by which they try to live and make choices (Wells and Scott 1992; UNCED 1992)
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