Research Article
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Theatre as a Teaching Resource to Work on Socio-environmental Problems in Primary Education

Year 2021, Volume: 11 Issue: 1, 79 - 90, 12.01.2021

Olga Moreno-fernández

https://doi.org/10.18497/iejeegreen.817608

Abstract

The objective of this article is to make an approach to how primary education teachers understand that theatre favours the treatment of socio-environmental problems in the classroom in a motivating and practical way. Semi-structured interviews have been carried out with teachers who have already used theatre in their classrooms. The results have been structured on the basis of three categories: motivation and values, context and subjects, and difficulties. The potential of theatre in primary school is highlighted, with time and the number of students in the groups being the main difficulties in incorporating them into the classroom.

Keywords

Theatre education didactic resource socio-environmental problems teachers primary education

Supporting Institution

University of Huelva, Spain

Project Number

Theatre of the oppressed and design thinking: acquisition of methodological strategies to work with highly vulnerable groups’ (academic year 2019/2020)

Thanks

This work is part of the teaching innovation project ‘Theatre of the oppressed and design thinking: acquisition of methodological strategies to work with highly vulnerable groups’ (academic year 2019/2020), coordinated from the University of Huelva by Assistant professor Camen Mª Aranzazu Cejudo-Cortés, with a budget of 1000 euros and where the author is part of the teaching and research team.

References

  • Baldwin, P. (2014). El arte dramático aplicado a la educación. Aprendizaje real en mundos imaginarios [Dramatic art applied to education Real learning in imaginary worlds]. Madrid, Spain: Morata.
  • Blanco-Martínez, A., & González-Sanmamed, M. (2014). Acercar el microteatro al aula. Una experiencia con alumnado de educación secundaria [Bringing the micro theatre closer to the classroom. An experience with secondary school students]. Revista Internacional Digilec 1, 94-114. https://doi.org/10.17979/digilec.2014.1.0.3666
  • Blanco-Martínez, A., & González-Sanmamed, M. (2016). La perspectiva de alumnado de Educación Secundaria Obligatoria acerca de la utilización del teatro como recurso educativo [The perspective of students in Compulsory Secondary Education on the use of theatre as an educational resource]. Magister 27, 59-66. https://doi.org/10.1016/j.magis.2016.01.001
  • Boer, N., & Bittencourt, C. (2017). Ensino, meio ambiente e teatroeducação: narrativas de uma dramaturgia elaborada com estudantes da educação básica [Teaching, environment and theatre-education: narratives of a dramaturgy elaborated with students of basic education]. Enseñanza de las Ciencias, 0, 3163-3167.
  • Bowell, P., & Heap, B. (2005). Drama on the Run: A Prelude to Mapping the Practice of Process Drama. The Journal of Aesthetic Education, 39(4), 58-69. https://doi.org/10.2307/3527392
  • Chou, S.Y. (2007). Primary classrooms teacher’s integration of drama. PhD thesis, Coventry, UK: Warwick University.
  • Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, USA: Sage.
  • Cutillas-Sánchez, V. (2006). La enseñanza de la dramatización y el teatro. Propuesta didáctica para la enseñanza secundaria [The teaching of drama and theatre. Didactic proposal for secondary education]. PhD thesis. Valencia, Spain: Valencia University.
  • Cutillas-Sánchez, V. (2015). El teatro y la pedagogía en la historia de la Educación [Theatre and pedagogy in the history of education]. Tonos digital, 1(28), 1-31.
  • De Diego, M. (2004). Aprender a escribir teatro en Secundaria [Learning to write theatre in Secondary School]. Madrid, Spain: CCS.
  • Denzin, N. K., & Lincoln, Y. S. (2011). The Sage Handbook of Qualitative Research. Thousand Oaks, USA: Sage.
  • Erdogan, T. (2013). The Effect of Creative Drama Method on Pre-service Classroom Teachers’ Writing Skills and Attitudes towards Writing. Australian Journal of Teacher Education, 38(1), 45-61. http://dx.doi.org/10.14221/ajte.2013v38n1.5
  • Fletcher-Watson, B. (2016). Learning though theatre: the changing face of Theatre in Education; Theatre in Education in Britain: origin, development and influence. Research in Drama Education: The Journal of Applied Theatre and Performance, 21(4), 590-592. https://doi.org/10.1080/13569783.2016.1228451
  • Garcia, L. (2000). Placing “Diverse Voices” at the Center of Teacher Education: A Pre-Service Teacher's Conception of “Educacion” and Appeal to Caring. Youth Theatre Journal, 14, 85-100. https://doi.org/10.1080/08929092.2000.10012520
  • García-Gómez, I., & Moreno-Fernández, O. (2015). El alumnado de primaria participante en el programa educativo Ecoescuelas ante las problemáticas socio-ambientales. De la perspectiva local a la glocal [The primary school students participating in the Eco-schools educational programme faced with socio-environmental problems. From the local to the glocal perspective]. Investigación en la escuela, 87, 91-104. https://doi.org/10.12795/IE.2015.i87.07
  • Gil-Bartolomé, M. M. (2018). El teatro como recurso educativo en el aula de Primaria [Theatre as an educational resource in the primary school classroom]. Artseduca, 21, 10-33.
  • Göksel, E. (2019). Performative professionalisation in the context of teacher training: First experiments with the use of drama-based pedagogies across the curriculum. Scenario: A Journal for Performative Teaching, Learning, Research, XIII(1), 91-94. https://doi.org/10.33178/scenario.13.1.6
  • Jensen, A. (2012). Digital culture, and the viewing/participating pre-service teacher: (re)envisioning theatre teacher training for a social media culture. Research in Drama Education: The Journal of Applied Theatre and Performance, 17(4), 553-568. https://doi.org/10.1080/13569783.2012.727626
  • Jerez, I. (2004). Dramatizar para expresar: la mejora de la oralidad en la Educación Primaria [Dramatizing to express: the improvement of orality in Primary Education]. Primeras Noticas. Revista de Literatura, 206, 65-74.
  • Jerez, I. (2005). La dramatización como recurso para la mejora de la expresión oral (aspectos verbales y no verbales) en educación primaria. Estudio interdisciplinar y propuestas didácticas [Dramatization as a resource for the improvement of oral expression (verbal and non-verbal aspects) in primary education Interdisciplinary study and didactic proposals]. PhD thesis. Murcia, Spain: Murcia University.
  • King, N., Horrocks, C., & Brooks, J. (2010). Interviews in Qualitative Research. London: Sage.
  • Lanza, T., Crescimbene, M., La Longa, F., & D'Addezio, G. (2014). Bringing Earth into the Scene of a Primary School: A Science Theatre Experience. Science Communication, 36(1), 131-139. https://doi.org/10.1177/1075547012473841
  • Law, Y. K., Lam, S. F., Law, W., & Tam, Z. W. T. (2017). Enhancing peer acceptance of children with learning difficulties: classroom goal orientation and effects of a storytelling programme with drama techniques. Educational Psychology, 37(5), 537-549. https://doi.org/10.1080/01443410.2016.1214685
  • Mages, W. K. (2018). Does theatre-in-education promote early childhood development? The effect of drama on language, perspective-taking, and imagination. Early Childhood Research Quarterly, 45(4), 224-237. https://doi.org/10.1016/j.ecresq.2017.12.006
  • Mages, W. K. (2020). Educational Drama and Theatre Pedagogy: An Integral Part of Training English-as-a-Foreign-Language Teachers. Scenario: A Journal for Performative Teaching, Learning, Research, XIV(1), 12-25. https://doi.org/10.33178/scenario.14.1.2
  • Mayer, M. (1998). Educación ambiental: De la acción a la investigación [Environmental education: From action to research]. Enseñanza de las Ciencias, 16(2), 217-231.
  • Muszyńska, A., Urpí, C., & Gałązka, A. (2017). Teacher Education through Drama. CLIL Practice in the Spanish Context. Estudios sobre Educación, 32, 179-195. https://doi.org/10.15581/004.32.179-195
  • Nieto, E. (2018). La dramatización como recurso en la enseñanza de la Lengua castellana y su literatura [The drama as a resource in the teaching of Spanish language and its literatura]. Espiral. Cuaderno del Profesorado, 11(23), 87-98. http://dx.doi.org/10.25115/ecp.v12i23.2113
  • Nussbaum, M. (2015). Sem fins lucrativos: por que a democracia precisa das humanidades [Non-profit: why democracy needs the humanities]. São Paulo, Brazil: Martins Fontes.
  • Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear link. Journal of Aesthetic Education, 34(3-4), 239-275. https://doi.org/10.2307/3333644
  • Rodríguez, A. (2008). Aprender a ver teatro. Empezar a hacer teatro [Learning to see theatre. Starting to do theatre]. Revista de Literatura-Especial teatro, 233, 75-81.
  • Sæbø, A. B. (2009). Challenges and possibilities in Norwegian classroom drama practice. Research in Drama Education: The Journal of Applied Theatre and Performance, 14, 279–94. https://doi.org/10.1080/13569780902868952
  • Sappa, V., & Barabasch, A. (2020). Empowering In-Service Teachers: A Resilience-Building Intervention Based on the Forum Theatre Technique. In L. McKay, G. Barton, S. Garvis & V. Sappa (Eds.), Arts-Based Research, Resilience and Well-being Across the Lifespan (pp. 147-167). London, UK: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-26053-8_9
  • Spolin, V. (1990). Improvisação para o teatro [Improvisation for the theatre]. São Paulo, Brazil: Perspectiva.
  • Spooner, S. L., Jensen, E. A., Tracey, L., & Marshall, A. R. (2019). Evaluating the impacts of theatre-based wildlife and conservation education at the zoo. Environmental Education Research, 25(8), 1231-1249. https://doi.org/10.1080/13504622.2019.1569201
  • Stagg, B. C., & Verde, M. F. (2019). Story of a Seed: educational theatre improves students’ comprehension of plant reproduction and attitudes to plants in primary science education. Research in Science & Technological Education, 37(1), 15-35. https://doi.org/10.1080/02635143.2018.1455655
  • Stake, R. E. (2007). Investigación con estudio de casos [Research with case studies]. Madrid, Spain: Morata.
  • To, L. D, Chan, Y. P., Lam, Y. K., & Tsang, S. Y. (2011). Reflections on a primary school teacher professional development programme on learning English through Process Drama. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 517-539. https://doi.org/10.1080/13569783.2011.617099
  • Tzibazi, V. (2014). Primary schoolchildren's experiences of participatory theatre in a heritage site. International Journal of Primary, Elementary and Early Years Education, 42(5), 498-516. https://doi.org/10.1080/03004279.2012.724434
  • Uzunöz, F. S., & Demirhan, G. (2017). The effect of creative drama on critical thinking in preservice physical education teachers. Thinking Skills and Creativity, 24, 164-174. https://doi.org/10.1016/j.tsc.2017.02.018
  • Winston, J. (2003). Playing on The Magic Mountain: Theatre education and teacher training at a children's theatre in Brussels. Research in Drama Education: The Journal of Applied Theatre and Performance, 8(2), 203-216. https://doi.org/10.1080/13569780308330

Year 2021, Volume: 11 Issue: 1, 79 - 90, 12.01.2021

Olga Moreno-fernández

https://doi.org/10.18497/iejeegreen.817608

Abstract

Project Number

Theatre of the oppressed and design thinking: acquisition of methodological strategies to work with highly vulnerable groups’ (academic year 2019/2020)

References

  • Baldwin, P. (2014). El arte dramático aplicado a la educación. Aprendizaje real en mundos imaginarios [Dramatic art applied to education Real learning in imaginary worlds]. Madrid, Spain: Morata.
  • Blanco-Martínez, A., & González-Sanmamed, M. (2014). Acercar el microteatro al aula. Una experiencia con alumnado de educación secundaria [Bringing the micro theatre closer to the classroom. An experience with secondary school students]. Revista Internacional Digilec 1, 94-114. https://doi.org/10.17979/digilec.2014.1.0.3666
  • Blanco-Martínez, A., & González-Sanmamed, M. (2016). La perspectiva de alumnado de Educación Secundaria Obligatoria acerca de la utilización del teatro como recurso educativo [The perspective of students in Compulsory Secondary Education on the use of theatre as an educational resource]. Magister 27, 59-66. https://doi.org/10.1016/j.magis.2016.01.001
  • Boer, N., & Bittencourt, C. (2017). Ensino, meio ambiente e teatroeducação: narrativas de uma dramaturgia elaborada com estudantes da educação básica [Teaching, environment and theatre-education: narratives of a dramaturgy elaborated with students of basic education]. Enseñanza de las Ciencias, 0, 3163-3167.
  • Bowell, P., & Heap, B. (2005). Drama on the Run: A Prelude to Mapping the Practice of Process Drama. The Journal of Aesthetic Education, 39(4), 58-69. https://doi.org/10.2307/3527392
  • Chou, S.Y. (2007). Primary classrooms teacher’s integration of drama. PhD thesis, Coventry, UK: Warwick University.
  • Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, USA: Sage.
  • Cutillas-Sánchez, V. (2006). La enseñanza de la dramatización y el teatro. Propuesta didáctica para la enseñanza secundaria [The teaching of drama and theatre. Didactic proposal for secondary education]. PhD thesis. Valencia, Spain: Valencia University.
  • Cutillas-Sánchez, V. (2015). El teatro y la pedagogía en la historia de la Educación [Theatre and pedagogy in the history of education]. Tonos digital, 1(28), 1-31.
  • De Diego, M. (2004). Aprender a escribir teatro en Secundaria [Learning to write theatre in Secondary School]. Madrid, Spain: CCS.
  • Denzin, N. K., & Lincoln, Y. S. (2011). The Sage Handbook of Qualitative Research. Thousand Oaks, USA: Sage.
  • Erdogan, T. (2013). The Effect of Creative Drama Method on Pre-service Classroom Teachers’ Writing Skills and Attitudes towards Writing. Australian Journal of Teacher Education, 38(1), 45-61. http://dx.doi.org/10.14221/ajte.2013v38n1.5
  • Fletcher-Watson, B. (2016). Learning though theatre: the changing face of Theatre in Education; Theatre in Education in Britain: origin, development and influence. Research in Drama Education: The Journal of Applied Theatre and Performance, 21(4), 590-592. https://doi.org/10.1080/13569783.2016.1228451
  • Garcia, L. (2000). Placing “Diverse Voices” at the Center of Teacher Education: A Pre-Service Teacher's Conception of “Educacion” and Appeal to Caring. Youth Theatre Journal, 14, 85-100. https://doi.org/10.1080/08929092.2000.10012520
  • García-Gómez, I., & Moreno-Fernández, O. (2015). El alumnado de primaria participante en el programa educativo Ecoescuelas ante las problemáticas socio-ambientales. De la perspectiva local a la glocal [The primary school students participating in the Eco-schools educational programme faced with socio-environmental problems. From the local to the glocal perspective]. Investigación en la escuela, 87, 91-104. https://doi.org/10.12795/IE.2015.i87.07
  • Gil-Bartolomé, M. M. (2018). El teatro como recurso educativo en el aula de Primaria [Theatre as an educational resource in the primary school classroom]. Artseduca, 21, 10-33.
  • Göksel, E. (2019). Performative professionalisation in the context of teacher training: First experiments with the use of drama-based pedagogies across the curriculum. Scenario: A Journal for Performative Teaching, Learning, Research, XIII(1), 91-94. https://doi.org/10.33178/scenario.13.1.6
  • Jensen, A. (2012). Digital culture, and the viewing/participating pre-service teacher: (re)envisioning theatre teacher training for a social media culture. Research in Drama Education: The Journal of Applied Theatre and Performance, 17(4), 553-568. https://doi.org/10.1080/13569783.2012.727626
  • Jerez, I. (2004). Dramatizar para expresar: la mejora de la oralidad en la Educación Primaria [Dramatizing to express: the improvement of orality in Primary Education]. Primeras Noticas. Revista de Literatura, 206, 65-74.
  • Jerez, I. (2005). La dramatización como recurso para la mejora de la expresión oral (aspectos verbales y no verbales) en educación primaria. Estudio interdisciplinar y propuestas didácticas [Dramatization as a resource for the improvement of oral expression (verbal and non-verbal aspects) in primary education Interdisciplinary study and didactic proposals]. PhD thesis. Murcia, Spain: Murcia University.
  • King, N., Horrocks, C., & Brooks, J. (2010). Interviews in Qualitative Research. London: Sage.
  • Lanza, T., Crescimbene, M., La Longa, F., & D'Addezio, G. (2014). Bringing Earth into the Scene of a Primary School: A Science Theatre Experience. Science Communication, 36(1), 131-139. https://doi.org/10.1177/1075547012473841
  • Law, Y. K., Lam, S. F., Law, W., & Tam, Z. W. T. (2017). Enhancing peer acceptance of children with learning difficulties: classroom goal orientation and effects of a storytelling programme with drama techniques. Educational Psychology, 37(5), 537-549. https://doi.org/10.1080/01443410.2016.1214685
  • Mages, W. K. (2018). Does theatre-in-education promote early childhood development? The effect of drama on language, perspective-taking, and imagination. Early Childhood Research Quarterly, 45(4), 224-237. https://doi.org/10.1016/j.ecresq.2017.12.006
  • Mages, W. K. (2020). Educational Drama and Theatre Pedagogy: An Integral Part of Training English-as-a-Foreign-Language Teachers. Scenario: A Journal for Performative Teaching, Learning, Research, XIV(1), 12-25. https://doi.org/10.33178/scenario.14.1.2
  • Mayer, M. (1998). Educación ambiental: De la acción a la investigación [Environmental education: From action to research]. Enseñanza de las Ciencias, 16(2), 217-231.
  • Muszyńska, A., Urpí, C., & Gałązka, A. (2017). Teacher Education through Drama. CLIL Practice in the Spanish Context. Estudios sobre Educación, 32, 179-195. https://doi.org/10.15581/004.32.179-195
  • Nieto, E. (2018). La dramatización como recurso en la enseñanza de la Lengua castellana y su literatura [The drama as a resource in the teaching of Spanish language and its literatura]. Espiral. Cuaderno del Profesorado, 11(23), 87-98. http://dx.doi.org/10.25115/ecp.v12i23.2113
  • Nussbaum, M. (2015). Sem fins lucrativos: por que a democracia precisa das humanidades [Non-profit: why democracy needs the humanities]. São Paulo, Brazil: Martins Fontes.
  • Podlozny, A. (2000). Strengthening verbal skills through the use of classroom drama: A clear link. Journal of Aesthetic Education, 34(3-4), 239-275. https://doi.org/10.2307/3333644
  • Rodríguez, A. (2008). Aprender a ver teatro. Empezar a hacer teatro [Learning to see theatre. Starting to do theatre]. Revista de Literatura-Especial teatro, 233, 75-81.
  • Sæbø, A. B. (2009). Challenges and possibilities in Norwegian classroom drama practice. Research in Drama Education: The Journal of Applied Theatre and Performance, 14, 279–94. https://doi.org/10.1080/13569780902868952
  • Sappa, V., & Barabasch, A. (2020). Empowering In-Service Teachers: A Resilience-Building Intervention Based on the Forum Theatre Technique. In L. McKay, G. Barton, S. Garvis & V. Sappa (Eds.), Arts-Based Research, Resilience and Well-being Across the Lifespan (pp. 147-167). London, UK: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-26053-8_9
  • Spolin, V. (1990). Improvisação para o teatro [Improvisation for the theatre]. São Paulo, Brazil: Perspectiva.
  • Spooner, S. L., Jensen, E. A., Tracey, L., & Marshall, A. R. (2019). Evaluating the impacts of theatre-based wildlife and conservation education at the zoo. Environmental Education Research, 25(8), 1231-1249. https://doi.org/10.1080/13504622.2019.1569201
  • Stagg, B. C., & Verde, M. F. (2019). Story of a Seed: educational theatre improves students’ comprehension of plant reproduction and attitudes to plants in primary science education. Research in Science & Technological Education, 37(1), 15-35. https://doi.org/10.1080/02635143.2018.1455655
  • Stake, R. E. (2007). Investigación con estudio de casos [Research with case studies]. Madrid, Spain: Morata.
  • To, L. D, Chan, Y. P., Lam, Y. K., & Tsang, S. Y. (2011). Reflections on a primary school teacher professional development programme on learning English through Process Drama. Research in Drama Education: The Journal of Applied Theatre and Performance, 16(4), 517-539. https://doi.org/10.1080/13569783.2011.617099
  • Tzibazi, V. (2014). Primary schoolchildren's experiences of participatory theatre in a heritage site. International Journal of Primary, Elementary and Early Years Education, 42(5), 498-516. https://doi.org/10.1080/03004279.2012.724434
  • Uzunöz, F. S., & Demirhan, G. (2017). The effect of creative drama on critical thinking in preservice physical education teachers. Thinking Skills and Creativity, 24, 164-174. https://doi.org/10.1016/j.tsc.2017.02.018
  • Winston, J. (2003). Playing on The Magic Mountain: Theatre education and teacher training at a children's theatre in Brussels. Research in Drama Education: The Journal of Applied Theatre and Performance, 8(2), 203-216. https://doi.org/10.1080/13569780308330
There are 41 citations in total.

Details

Primary Language English
Subjects Environment and Culture
Journal Section Research Papers
Authors

Olga Moreno-fernández

Project Number Theatre of the oppressed and design thinking: acquisition of methodological strategies to work with highly vulnerable groups’ (academic year 2019/2020)
Publication Date January 12, 2021
Published in Issue Year 2021 Volume: 11 Issue: 1

Cite

APA Moreno-fernández, O. (2021). Theatre as a Teaching Resource to Work on Socio-environmental Problems in Primary Education. International Electronic Journal of Environmental Education, 11(1), 79-90. https://doi.org/10.18497/iejeegreen.817608
AMA Moreno-fernández O. Theatre as a Teaching Resource to Work on Socio-environmental Problems in Primary Education. IEJEE-Green. January 2021;11(1):79-90. doi:10.18497/iejeegreen.817608
Chicago Moreno-fernández, Olga. “Theatre As a Teaching Resource to Work on Socio-Environmental Problems in Primary Education”. International Electronic Journal of Environmental Education 11, no. 1 (January 2021): 79-90. https://doi.org/10.18497/iejeegreen.817608.
EndNote Moreno-fernández O (January 1, 2021) Theatre as a Teaching Resource to Work on Socio-environmental Problems in Primary Education. International Electronic Journal of Environmental Education 11 1 79–90.
IEEE O. Moreno-fernández, “Theatre as a Teaching Resource to Work on Socio-environmental Problems in Primary Education”, IEJEE-Green, vol. 11, no. 1, pp. 79–90, 2021, doi: 10.18497/iejeegreen.817608.
ISNAD Moreno-fernández, Olga. “Theatre As a Teaching Resource to Work on Socio-Environmental Problems in Primary Education”. International Electronic Journal of Environmental Education 11/1 (January 2021), 79-90. https://doi.org/10.18497/iejeegreen.817608.
JAMA Moreno-fernández O. Theatre as a Teaching Resource to Work on Socio-environmental Problems in Primary Education. IEJEE-Green. 2021;11:79–90.
MLA Moreno-fernández, Olga. “Theatre As a Teaching Resource to Work on Socio-Environmental Problems in Primary Education”. International Electronic Journal of Environmental Education, vol. 11, no. 1, 2021, pp. 79-90, doi:10.18497/iejeegreen.817608.
Vancouver Moreno-fernández O. Theatre as a Teaching Resource to Work on Socio-environmental Problems in Primary Education. IEJEE-Green. 2021;11(1):79-90.