CAN DRAMA LESSONS BE GIVEN ONLINE?: PERSPECTIVES OF DRAMA TEACHERS DURING THE COVID-19 (original) (raw)

Michalis Georgiou Digital and Cyber Theatre in Drama Education at School

"Digital Theatre" and "Cyber Theatre" in Drama Education at School , 2021

The aim of this study is to highlight: 1. how the introduction of new technologies in Drama Education at school can renew the context in which performance projects take place and 2. how the constraints imposed by a pandemic, such as those caused by COVID-19, can be overcome through cybertheatre. The phenomenological method is used to analyze a digital and a cyberperformance project, as theatre is an event that takes place between its creators and its spectators. With the use of digital tools in school performances a new experience emerges for students and spectators, as the "living" actor is combined with "non-human" actors. Besides, the cyberperformance provides a solution to a real problem in the midst of a pandemic crisis, as the spectators participate remotely from the comfort of their own home. In terms of interactivity, by giving the spectator the opportunity to use some information or to choose the action of the play, the performances become more interesting, while theatre is being highlighted, as an event that differs from other media such as T.V. or cinema. Finally, the dialogue that can be produced in a chat-forum in cyberperformance works as a reflection to it.

DRAMA AND TECHNOLOGY: TEACHER ATTITUDES AND PERCEPTIONS

2005

Educational systems are continuing to prioritise the importance of technology in learning. Curriculum guidelines and frameworks from across the globe insist that all learning areas find ways to utilise appropriate technologies in the teaching learning process. Drama Education is one area where the use of technology seems to be quite limited. The study seeks to determine some emerging understanding of the perceptions and attitudes held by Drama teachers about the introduction of Interactive and Information Technology (Digital Environments) into classroom Drama practice. Of particular interest to this researcher is the seeming reluctance to engage with such technology. Drama educators from all levels of education were invited to complete the survey via email and the Drama Education: A Global Perspective website will contribute to the study. Since the study functions in an essentially interpretive and descriptive mode it was not expected that generalisations will be forthcoming, although there do emerge some relational understandings as well as implications and considerations for future introduction of so-called digital environments in Drama, and related issues such as resourcing, professional development, and pre-service training. Additionally, this study identifies areas of need and/or deficiency within school structures in relation to technology access and requirements for Drama educators. This is especially relevant to the Western Australian context as education sectors are engaged in curriculum improvement programs that necessitate cross-curricula and integrated practices.

Is an Online Creative Drama Lesson Possible? Preschool Prospective Teachers’ Opinions on the Effectiveness of Online Creative Drama Lessons

International Journal of Education and Literacy Studies

This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week-period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accor...

Connections Between Drama Education and the Digital Education Revolution

Drama Education has long been regarded one of the most innovative andcritically aware areas of contemporary pedagogy. With the increasing emphasis on the role of technology in education and the tremendous injection of funds towards deploying technology within the K-12 sector, Drama is charged with considering the ways in which it will embrace the challenges of the net generation.

Digital Drama—Toolkits, Dilemmas, and Preferences

Youth Theatre Journal, 2011

Artists and educators who work with young people are often under pressure to consider ways to embrace the use of digital technologies in their practice and classrooms. Drama educators are faced with a number of opportunities and dilemmas as they move to adopt a greater technology focus. This article will outline some findings from international research about young people and information and communications technology (ICT) use and specific considerations for creating drama using digital media and online spaces. It also outlines an example of a school-based cyberdrama project entitled The Immortals. The specific toolkits students required for engaging in digital drama are identified, with a number of different ICT skill sets becoming apparent, as well as drama-specific knowledge, social and relational skills, and reflective practice. Student responses are analyzed and different preferences for creative practice are reflected upon. This is an era where longstanding institutions, schools, and communities are grappling with and embracing a range of new technologies. With the changes to technology also come changes to social structures, ways of thinking, and new forms of expression, of art, and of being. As new digital media and online communications tools have become available, more opportunities for young people to engage in creative practice have also become available. However, there are a range of competing and, at times, contradictory discourses at play about the use of digital media and the use of information and communications technology (ICTs), especially in school settings. For drama practitioners, there are also questions to be asked about what forms might be relevant and what practices and toolkits are required.

Enhancing Students’ Drama Performance: A Process Approach

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 2020

This research aims at describing and developing website based authentic assessment model on drama course in English literature study program. The research data comes from descriptive information of the experts or validator along with the suggestion from the students as the product user through the PBL activity combined with the observation and recording with video tape. Data analysis is done by using rubric measure: a) the information completeness which is applied on the work sheets. b) the information comprehensiveness which is included in the paragraph written by the students. The overall of the flow diagram are : Preparation: choosing the research based article which is relevant with the course; preparing worksheet and observation sheet. Implementation: the students read the research based article and fill in the worksheet. . Observation: filling in the observation sheet and writing anecdotal record. Reflection: analyzing the observation sheet and measurement rubric. With the i...

Use of Multimodality in Remote Drama Performance among Pre-Service Teachers during the Covid-19 Pandemic

International Journal of Academic Research in Progressive Education and Development, 2022

Due to the COVID-19 pandemic, the drama, which is normally performed live on stage, was changed to remote drama performance. This paper explores the use of multimodality as a pedagogical tool in a drama course among a group of 22 pre-service teachers in an institute of teacher education in Malaysia. A single case study investigated the most common modes of multimodality that students used in adapting and presenting Shakespeare's play "Macbeth" into a remote drama performance as well as their engagement in learning. Students' project output in the form of playscripts and short films were collected and analysed using a multimodal framework for analysing multimodal engagement among students. Students' reflective journals were also analysed thematically to investigate their multimodal engagement. The findings revealed the six most common multimodal modes were linguistic, visual, audio, gestural, spatial, tactile, and technical and digital. Students' multimodal engagement was also highlighted through their learning in technical and technological skills as well as cooperation. The results pave the ways for revising the course contents for the drama pedagogy through the integration of technology and more research into the use of multimodal pedagogical tools in the field of English language especially for remote drama courses.

Students’ Learning Experience in Introduction to Drama Theatre Classes During COVID-19

Journal of Cognitive Sciences and Human Development

The pandemic has caused the closure of educational institutions, which halted face-to-face teaching and learning. The unprecedented situation has left the institutions with no other choice other than implementing online learning to ensure the educational process's continuity. This study examines students' perceptions in Introduction to Drama and Theatre online classes. Three components of perceptions were investigated: the experience in learning the subject online, students' participation in the class, and the materials used in online classes. The quantitative data were collected from 38 first-year students enrolling in the Drama and Theatre programme at UNIMAS. The questionnaire was distributed online using Google Form. The findings showed a positive perception of learning Introduction to Drama and Theatre online, while moderate perception was identified in students' participation in the class. A positive perception was also seen in the materials and platforms used ...

Drama online

Australasian Journal of Educational Technology, 2001

Drama, because of its practical requirements, would seem to be one of the last courses to benefit from the incorporation of online learning technologies. Yet, by embedding web based conferencing in the curriculum, and utilising the graphic and communication capabilities of the web, there is an exciting opportunity to enrich the learning environment in drama. Predictably, such innovations have an impact on the pedagogy. In this paper the authors (unit coordinator and educational developer) report on evaluations conducted over two years in Elements of Drama, a first year university unit. We particularly refer to the impact of the introduction of a compulsory, online collaborative assignment and the change this made to the teaching and learning outcomes. We discuss the changing pattern of delivery of this unit which now affords both on campus and distance students more opportunities for interaction and communication. We evaluate the effectiveness of the online assignment and discuss th...