wcs 2009 aud saebo presentation
TRANSCRIPT
Drama in Education and concepts of knowledge and learning
Associate Professor Aud Berggraf Sæbø
University of Stavanger, [email protected] Engaged in 3 national research
programs from 2001 – 2010.
WCS 2009 Newcastle Aud Berggraf Sæbø Norway
Who am I as researcher? My context:
- teacher educator, researcher and grandma - drama in education to improve teaching & learning process, learning environment and learning outcome- the joy of learning
My questions:- what IS learning about?- why is learning at school “boring”?
My research hypothesis:- learning has to include creative and challenging activities, otherwise it gets boring – this is related to concepts of knowledge and learning
WCS 2009 Newcastle Aud Berggraf Sæbø Norway
Why question drama in relation to education; - the teaching and learning process?
My concern: Educational mandatory
documents makes a lot of policy statement for the arts and creative modes of expression, experience and reflection in education (Sæbø 2003, 2005).
WCS 2009 Newcastle Aud Berggraf Sæbø Norway
Norwegian Research... find that in primary traditional whole
class teaching and individual work are dominating. Student active learning are rather superficial practiced with a week focus on the learning outcome (Klette 2003)
Theoretical subjects gives theoretical teaching (Haug 2003) – and even more in this PISA test hysteria
WCS 2009 Newcastle Aud Berggraf Sæbø Norway
”Mind the gap” Research show there is an ocean between the
rhetoric about arts (and drama) in education and what happens in teacher training and school (Bamford 2006, Sæbø 2008)
WHY?
WCS 2009 Newcastle Aud Berggraf Sæbø Norway
Concept of knowledge and learning
Empirisme (realisme - experience):- the answer is given in the nature
Rationalisme (idealisme - cognition): - the answer is given in the sense/rational
Construktivisme (critical - dialectical):- the answer is created/constructed and dependant on the social and cultural world we live in
WCS 2009 Newcastle Aud Berggraf Sæbø Norway
Concept of knowledge in arts An empirical handcraft tradition (Aristotles)
- from imitating to perfect hand craft
A romantic rational expressive tradition (Platon) - from representation of my understanding
to my own ”genius” expression
A transformative Art as experience tradition (Dewey)
- from explorative re/de construction to creative construction (pragmatisk estetikk)
WCS 2009 Newcastle Aud Berggraf Sæbø Norway
Some findings from my research on Drama in Education and Curriculum
WCS 2009 Newcastle Aud Berggraf Sæbø Norway
Teachers and Students Reasons for drama in school
0 2 4 6 8 10 12
Other reasonsLearn about drama
Learning as exploring Theatre playing
Learning outcomesConcretizing
Variety of methodActive learning
Learning environmentImagination/ creativityCreate engagement
Train performing
Pupils N = 91 Teachers N = 371
WCS 2009 Newcastle Aud Berggraf Sæbø Norway
Drama Integration in & across School Subjects- Some Research Findings:
The potential of drama (arts) in education is above all dependent on the teachers’ ability to structure a constructivistic creative teaching & learning process, and to be a part of the creative playing.
AND IF SO Drama creates students engaged learning
pressure/desire Students find learning interesting & challenging Boys seems to especially benefit and learn better
BUT To really and truly implement creativity and the creative
potential of drama (arts) in the teaching and learning process, the teachers need to examine their own concept of knowledge and learning.
WCS 2009 Newcastle Aud Berggraf Sæbø Norway
From my latest pilot research: Successful Schools Twelve criteria for Arts and Culture in
Education Rector's conscious will and ability to focus on arts in
education Rector's belief that art is as important as other subjects
for students' holistic development and learning Rector's conscious commitment to well-qualified
teachers in all the aesthetic disciplines Joint development of recurrent models for theme
organization of teaching and learning in all subjects, that are incorporated permanently in the annual plans, and followed up in the community of teachers and does not depend on the will of the individual teacher
Work with curriculum analysis to determine how the art subjects and the other subjects in school may fulfil part of each other's basic competence in education
Conscious work with basic skills and competencies in all art subjects
WCS 2009 Newcastle Aud Berggraf Sæbø Norway
Twelve criteria for Arts and Culture in Education ..
Conscious effort on academic work and training in dance, drama and media
Common basic understanding of what quality of aesthetic and student active teaching and learning means for students' overall learning and development
The school's conscious commitment to quality in theme and project work, that continues in presentations, exhibitions and performances in the school environment and community
The schools' deliberate use of the Cultural Rucksack as an integral part of training in school subjects
An active collaboration with arts and cultural institutions to be integrated into education
Cooperation with the Cultural School for training, capacity building and joint projects
WCS 2009 Newcastle Aud Berggraf Sæbø Norway
Arts in Education: Do teachers know how to structure
an art integrated creative learning process?
How do we teach student teachers and teachers to structure an art integrated creative teaching- and learning process (in all subjects) when a traditional theoretical (non aesthetic) concept of knowledge and learning are dominating in school and teacher education?
My answer is action based research together with teachers & students!