Sammendrag
In this paper I will address concept of knowledge in relation to drama and creative aesthetic learning processes. The paper is based on my PhD research ¿Drama and student active learning¿ 2009, and on my ongoing research project ¿Drama, Creativity and Aesthetic learning processes¿. I will focus on some aspects from these researches. One important aim in my PhD was to see how teachers dealt with challenges and possibilities when integrating drama, play and creativity in the teaching - and learning process. In my ongoing action based project one of my focus is on how teachers and students experience drama and aesthetic teaching- and learning processes. This is related to the fact that educational document argue for play and creative aesthetic expressions- and learning forms in all education, and especially to create interest and motivate the students/pupils in the learning process. The theoretical and conceptual framework for my PhD and my latest project is linked to phenomenology and social-constructivistic perspectives on knowledge and learning. My methodology includes classroom case studies and reflective interviews in my PhD study and qualitative questionnaire and interview in the action based research. My main finding is that students/pupils enjoy learning and are very productive and creative when the teacher structure a creative and inter-subjective dramatic learning process that is truly constructivistic. The students/pupils take on a reflective and cooperative position in the learning process and show a high degree of reflection-in-action. When students/ pupils are doing drama on their own, the work tends to end in superficial representation related to an old fashioned traditional concept of knowledge and learning. The main challenges for the teacher to succeed, is a willingness to play with the students/ pupils, to structure a creative teaching and learning process, use her creativity and understand what play and fiction really are about.
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