A study of teaching and learning from the perspective of drama

Joan M Voss, Fordham University


The reform agenda of the 1990s has focused much attention on our nation's schools and raised serious questions about the quality of teaching and learning. This project is a search for a new way of looking at and interpreting the roles teachers and students play as they interact and construct knowledge. Teacher effectiveness research which began in the 1970s and 1980s. has been instrumental in reshaping supervisory practices because they have focused on teacher behaviors that were associated with student gains on achievement tests. This project examines the teacher and student roles for their impact on the many aspects of classroom life that lead to student learning, attitudes, self esteem, and social conscience. The idea for using the drama metaphor for this project is taken from the work of Robert J. Starratt's (1990) The Drama of Schooling/The Schooling of Drama. Starratt uses the drama image as a new observation lens in viewing the teaching/learning process. Teachers and students may act as coaches, directors, critics, writers, and actors in facilitating student learning. The conclusions hope to show the value of using the drama image as a new observation lens and give new insights into present practices. This reimaging of schooling advocates looking at the school as a drama so we can better understand the role it can and does play in our society.

Subject Area

Curricula|Teaching|Educational theory|Theater

Recommended Citation

Voss, Joan M, "A study of teaching and learning from the perspective of drama" (1998). ETD Collection for Fordham University. AAI9841113.