Theories in Drama Education

So far on my blog I have discussed five drama strategies that teachers can implement in both primary and junior grades cross-curricularly. Although there are various other drama strategies and techniques teachers may want to study and use, I thought it would be helpful to address some of the theories associated in drama education so that teachers understand the various ways that students learn and how they can teach the drama strategies listed below in an effective manner so that students comprehend and are taking away valuable knowledge from their experiences in the classroom.

Learner’s Theory:

The Learner’s Theory refers to how information is absorbed, processed, and retained in the learning process. The traditional method of teaching requires students to listen, record and recall information on a test. However, this theory provides evidence that students who engage in that type of rote learning do not retain information for large periods of time. Instead, the students who are engaged with material, challenge and discuss important concepts, actively participate in lessons and have an opportunity to teach their peers actually remember more than their peers who do not. This is extremely important in the teaching profession because incorporating drama strategies into various lessons encourages students to actively participate in constructing their knowledge by recognizing that learning is a process and is built by a community of learners. Moreover, engaging students in learning through use of various drama strategies can also incorporate a diverse range of multiple intelligences into lessons, helping all students in feeling included. The Learner’s Theory not only assists in meeting students’ cognitive needs, but enhances their ability to remember information gained from their experiences in the classroom.

Maslow’s Hierarchy of Needs:

Maslow’s Hierarchy of Needs focuses on the motivation levels of students to engage in the learning process based on their levels of needs being met. This theory emphasizes the importance of meeting students’ basic needs as a foundation for learning. Meeting students’ basic needs is a critical component for education. As a teacher, it is important that we ensure all of our students have adequate water, food, sleep, clothing and shelter and this demonstrates to students that as a teacher, you are reliable, care for them, and provide them with the chances they need to succeed. Therefore, it is imperative to really get to know your students, their desires, strengths and weaknesses, and needs. Another important aspect of this theory in relation to teaching is developing an environment that is safe, with guidelines, schedules and routines that allow students to feel secure in their learning environment. When students feel safe and secure, they often feel as though they belong in this welcoming environment and will be motivated to learn and grow as a classroom community. When students feel a sense of community, they often have the opportunity to develop a strong sense of self-esteem and confidence in their abilities as teachers and other classmates are there to support them and acknowledge and showcase students’ individual achievements and talents. When students are given the opportunity to engage in authentic learning and have choice in their education, they will be much more likely to develop an ownership over their learning, be more engaged with the overall learning process, and experience increased motivation to continue growing and learning. Maslow’s Hierarchy of Needs theory states that if there is a deficiency in any of the lower levels of basic needs, then students may lack the ability to progress through the hierarchy. The basic needs form the foundation for learning,; so, if a step is missed, students will most likely be unable to progress in their learning to meet their higher-level needs including developing a strong sense of self-esteem, cognitive stamina and self-actualization. Therefore, in a classroom it is critical for teachers to create an atmosphere in which all students’ needs are being met to ensure their students have the ability and opportunity to progress through the learning process.