Cristin-prosjekt-ID: 456049
Sist endret: 29. januar 2015 13:14

Cristin-prosjekt-ID: 456049
Sist endret: 29. januar 2015 13:14
Prosjekt

Drama for Rich Literacy, Creativity and Engaged Democracy

prosjektleder

Aud Berggraf Sæbø
ved Institutt for grunnskolelærerutdanning, idrett og spesialpedagogikk ved Universitetet i Stavanger

prosjekteier / koordinerende forskningsansvarlig enhet

  • Universitetet i Stavanger

Klassifisering

Vitenskapsdisipliner

Pedagogiske fag • Teatervitenskap

Emneord

Drama i skolen • Aksjonsforskning • Deltagende demokrati • Kreative læringsformer • Dramapedagogikk • Literacy

Kategorier

Prosjektkategori

  • Anvendt forskning

Kontaktinformasjon

Telefon
91624085
Sted
Aud Berggraf Sæbø

Tidsramme

Avsluttet
Start: 1. februar 2011 Slutt: 30. juni 2016

Beskrivelse Beskrivelse

Tittel

Drama for Rich Literacy, Creativity and Engaged Democracy

Vitenskapelig sammendrag

This project will address questions and create new research based knowledge about how drama and aesthetic approaches to teaching and learning processes can develop students’ rich literacy and oracy skills and facilitate engagement in democratic activities. The democratic aspect of process drama strategies is here threefold; drama invites and allows democratic equal participation and promotes practical learning about democracy through the mixture of individual, group and whole class work, and further aspects of democracy can be explored through drama activities. The processes that drama uses to develop rich literacy skills are the ones that can also be targeted to develop democratic understanding of citizenship. We will further examine if drama and aesthetic approaches, as a consequence of this engagement, do strengthen teaching quality and improve the students’ academic and social learning outcomes and democratic consciousness. This work also includes researching and mapping drama and aesthetic strategies and identifying the teacher knowledge, skills and competences needed for teaching through democratic, creative and aesthetic drama process approaches.

Our study will cover primary and lower secondary schools, and initial teacher education. Examples from primary schools will concentrate on how to encourage and enhance all students’ competence in reading, writing and oral language activities through process drama based on literature, textbooks and other recourses. The study in lower secondary classrooms will also look more closely at how to deconstruct literature, media and other texts through drama and creative approaches to explore issues of social justice and cultural differences to enhance literacy and democracy. Further on we will explore how accompanying aesthetic physical processes, both in first and in second languages, can be used in lower secondary classrooms to teach grammar. In initial teacher education we will map the range of teaching and learning forms/strategies in use, and explore more in depth how aesthetic expression, experience and knowing/understanding are addressed and can be integrated within different subjects to enhance teacher students’ skills and competences in a varied range of methods and teaching/learning strategies.

Metode

In total the methodology and research design for this project is a composite research/ design experiment model that will include case studies, researchers’ action-based intervention and practitioners’ action research, observation and video observation of classroom practice, co-construction of narratives, tests for learning with and without drama, net based questionnaire and individual and group based interviews. This will be supported by meta analyses of existing research in the field.

prosjektdeltakere

prosjektleder

Aud Berggraf Sæbø

  • Tilknyttet:
    Prosjektleder
    ved Institutt for grunnskolelærerutdanning, idrett og spesialpedagogikk ved Universitetet i Stavanger

Janinka Greenwood

  • Tilknyttet:
    Prosjektdeltaker
    ved University of Canterbury
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