Research Question and Article Review
I am studying the use of dramatic strategies in the secondary classroom because I want to find out how situating oneself within a text impacts adolescents understanding of character motivations in order to better understand how identity is developed and shaped through this process so that we will know more about the importance of “experiencing a text from within”
I’ve chosen to review and comment on the article “Empowering Readers and Writers Through Drama: Narrative Theatre” by Pat Enciso, Brian Edmiston and Martha King. Pat Enciso and Brian Edmiston seem to be current leaders in the field of incorporating drama into Language Arts/English classroom and their names frequently showed up while I was investigating the ‘roots and fruits’ for this assignment. Another name, Dorothy Heathcote, is one that seems to be the ‘root’ of some of these ideas, and I have bookmarked a few more articles to read this week.
The challenge I have found in gathering and reviewing articles is that a great deal of the research thus far have focused on the significance of drama and role-playing in the elementary classrooms as a way to deepen thinking and understanding, but the literature surrounding drama in the secondary classroom is much more sparse.
This article argues that drama can be “a powerful force in children’s growth in reading and writing,” (p. 220) but also acknowledges how the pressure to create “competent, autonomous readers and writers,”(p. 220) often leads educators to rely on reading and writing solely to develop these skills. Enciso, Edmiston and King argue that using dramatic strategies, such as Narrative Theatre, are valuable in deepening understanding of story and the emotions within a written text, which thereby allow students to become more critical readers and writers. Enciso et al argue that students come across such a wide variety of texts throughout the day that it is crucial to deeply engage with them in order to foster comprehension.
This article focuses on a study conducted with 9 and 10 year olds as the read the novel Where Are You Going, Christopher Columbus? Narrative theatre is used as the primary dramatic technique because of the way language is used as a social construct in making meaning. The authors identify “three important aspects of their work: 1)The exploration of texts and the stories likely embedded within them. 2)A learning process that involves the creation of drama texts and 3) the use of theatre conventions” (p. 221) Enciso et al found that Narrative Theatre techniques afforded the right blend of comprehension through ‘doing’ or viewing topics from within the text, and composition of writing pieces following the activities.
A key takeaway for me in this article is the idea that “the interactions between the participants enlighten and deepen their transactions with the printed text and with those they produce themselves.” (p. 227)
Hi Sarah,
ReplyDeleteYour research question certainly resonates with what I know of your current work at school. Adolescents who have access to dramatic outlets--role-play, improvisation and performance are indeed fortunate. You already know that!
Hopefully, the article gives you ideas you can use as secondary school strategies in spite of it being geared toward elementary students. I believe the transactional work between text and student can
provide the interactions that you seek. Happy researching! Cheers, Jennette
Last year, while still working as a teacher in the UK, I accompanied my class to watch a performance of Romeo and Juliet. The actors had re-imagined the most important scenes of the play using contemporary language (including swear words and slang used by my students). Rather than being set in Verona it was set in London and the two houses were two gangs (a problem in many parts of London). I wonder if this is the sort of thing that would count as Narrative Theatre?
ReplyDeleteThere was a mixed response from students. Personally, I thought it was fantastic (but I am the teacher so I would, as one helpful student pointed out to me!) The inclusion of language, phrases and body language that they perceived to be theirs or not to do with school I think made some students awkward and therefore they dismissed the actors and the experience as 'sad' (meaning not cool, rather than the opposite of happy). It is very interesting how students react to drama and theatrical interpretations of things if they are not used to it.
It is interesting that your students had mixed reviews about this inclusion of their everyday vernacular. This re-imagining of the play with a modern spin is what Shakespeare actually did in his time--taking the words and phrases he heard on the street and putting them on the stage. My students certainly perceive Shakespeare as 'old' and traditional now and would likely have reacted in a similar fashion to that of your students.
DeleteVery interesting topic and discussion. Sarah, my husband and I worked with Dorothy Heathcote over the course of several months in 1989/90 in Newcastle and Durham, UK—I have lots of good resources to suggest if you are following up on her work.
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