Dramatic shifts in learning: a case study analysis of student literacy learning through drama

ABSTRACT

For some decades a growing body of research has articulated the transformative potential of learning in, about and through The Arts. In particular, it is clear that there can be a powerful relationship between drama-rich pedagogy and the enhancement of student literacies. This article reports on research that examined the processes and outcomes of one teacher professional learning program, the School Drama program and its impact on student learning in one Sydney primary school. This research investigated the impacts of the program on student literacy learning, specifically in the area of inferential comprehension through drama-rich pedagogy. Three Vygotskian concepts frame this research: the Zone of Proximal Development (ZPD), Drama and Play, and perezhivanie. The findings suggest positive shifts in student English and literacy outcomes – with this case investigating the focus area of inferential comprehension.

KEYWORDS:

• Process drama
• literacy
• inferential comprehension
• school drama
• collective zone of proximal development

Disclosure statement

The author was employed by Sydney Theatre Company at the time of this research.

Additional information

Notes on contributors

John Nicholas Saunders

John Nicholas Saunders, PhD, is the Acting Assistant Dean of Learning: Teacher Growth and Development at Ambrose Treacy College, Brisbane. He is the former Director of Education and Community Partnerships at the Sydney Theatre Company. Currently, John is President of Drama Australia and Chair of the National Advocates for Arts Education (NAAE). In addition to this, he is also an Honorary Associate at the University of Sydney, a sessional lecturer at Griffith University, and an Honorary Associate of the Education & Communities Department at Sydney Theatre Company.