Reflections on the Use of Drama Activities and Theatrical Practices in the Classroom, as a Means to Teach and Learn L2
Natalia Alejandra Sanchez Munoz, Luxembourg and Chile
Natalia A. Sanchez M. is graduated in Educational Sciences and Art, Major in Theatre, at the University of Los Lagos Chile and Master in Learning and Development in Multilingual and Multicultural Contexts, at the University of Luxembourg. She works in Luxembourg as a drama teacher, directing children, teenagers and adults, using theatrical practices and drama activities in a multicultural and multilingual setting. As well, she works as a theater producer and director of didactic plays, especially historical performances. Her main interest focuses on theater and education and the combination of both, to improve the quality of teaching and learning in formal and non-formal contexts. E-mail: natalias@pt.lu
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Abstract
Introduction
What is drama and theater?
Drama and theater in educational settings
The way of learning through 'Drama activities' and 'Theatrical practices'
What else can drama and theater do for students in the classroom?
Learning approaches
Which language skills can be improved?
Conclusion
References
In drama and theater, which belong to the scenic arts, human behavior is imitated and performed for an audience. ‘Drama activities’ and ‘Theater practices’ can be considered as methods which can be used in the classroom to teach a L2. ‘Drama activities’ can be used by language teachers in order to teach explicitly a L2 through different dramatical techniques and exercises, which aid LL to practice the target language. 'Theater practices' can be used by theater teachers to teach implicitly the L2, during the staging of a theater play, in which the target language is used as a means of communication, between the teacher and the students, during the rehearsals and the performance. ‘Drama activities’ and ‘Theater practices’ also aid students to acquire social skills, such as, team building, group awareness, self confidence and self esteem. Both methods can be based on the ‘child-centered approach’ and the ‘communicative approach' as a way of teaching, since both promote the creativity and interests of the students, in which the child plays a central role during the learning process. Both approaches also favour the use of the target language for communication and through communication, in which students are encouraged to express themselves in the target language in a natural manner. Finally through ‘Drama activities’ and ‘Theater practices’, students can improve the four language abilities: listening, speaking, reading and writing, since diverse techniques and exercises can be employed depending on the objectives of the class.
'Drama activities' and 'Theater practices' can be seen as methods that the teacher uses in the classroom to help students to learn and improve language skills.
Used for several decades in educational settings, both methods have been developed and have evolved according to the experiences of teachers and students. In addition, several studies have confirmed the utility of both methods for teaching a L2 as they promote the use of the target language in a natural manner, in which students fully participate, emotionally, physically and intellectually. This experience helps students develop a better understanding of the subject matter dealt with in class and also of themselves: imagination and creativity play a fundamental role as students build up their own perception of reality in a cognitive and affective way.
Thus, students have the opportunity to practice a L2 in a setting, in which mistakes have not the same impact as in real life, and they can therefore express themselves and improve themselves in a variety of competences, being challenged by the contextual situations in which they communicate and play. In this fictional environment students can act without being afraid of making mistakes as this is part of the theatrical process, in which they play ‘real meaning’, but know that is not a ‘real context’. Therefore, 'Drama activities' and 'Theater practices' offer students a challenge in a context where being wrong is not relevant, and where the most important thing is to express oneself and use the drama and theater as a means of communication. This article will examine the use of ‘Drama activities’ and ‘Theater practices’ as a means to teach and learn second languages.
Drama and theater are two different practices which can be defined and distinguished. But, at the same time, both are very closely linked, because theater doesn’t exist without drama. “Theater is a form of art and entertainment that places actors before a group of people - an audience - in a representation about life” (Barranger, 2005, p.1) and “Drama is mimetic action, action in imitation or representation of human behavior” (Vos, 2009, p.9). Therefore theater takes place during the performance, when actors and audience meet. Drama occurs when actors play characters who imitate human behavior, and this can happen any moment when, basically, actors do an action in the simplest conditions of staging, with an audience or without. “The word ‘drama’ comes from a word related to Greek verb ’to do’” (Fortier, 2002, p.5). Theater is more complex, because it needs an audience, the staging of a theater play and performance. “Theater is performance (though often the performance of drama text) and entails not only words but space, actors, props, audience and the complex relations among these elements” (Fortier 1997, as cited in Fortier, 2002, p.3). Thus, theater is a scenic representation of a theater play, which is presented in a place agreed on by both actors and audience. Drama is an essential part of theater, in a manner in which actors act or play on the stage, imitating human behavior during the performance.
Since their origin in ancient Greece, theater and drama have been used for educational purposes. At that time theater was used to educate people through staged dramatic representations, such as tragedies and comedies. “Drama as we know it was created by the Greeks and was clearly intended to do more than entertain. It was used to educate citizens and was supported by the state for that reason” (Spielvogel, 2011, p.77). Since modern times, both drama and theater have been used in education to aid students to learn and improve competences in different subjects. “Theater in Education developed as a hybrid of these new theatrical and educational undercurrents and created a methodology that offered a child-centred approach to learning within a theatrical context” (Wooster, 2007, p.2) and “Drama in education puts an emphasis on the immediacy and informality of improvised activities rather than on the quality of performance. It originates from children’s play and its justification comes from the principles of child-centered Progressive Education” (Kao & O’Neill, 1998, pp.2-3).
In educational settings, 'Drama activities' and 'Theatrical practices' are also distinguished:
'Drama activities' can be used to teach/learn different subjects, as, for example, languages. During the language classes, LT have used ‘Drama techniques’ to aid LL to learn languages and improve written and oral competences. Some ‘Drama techniques’ are: role-play, improvisation, dramatic writing and dramatic reading, among others. “In the drama process students are asked to speak in situations that are not frightening, in which they can feel comfortable performing in the language. Through these experiences in drama lessons, students can gain confidence in speaking which will positively affect lessons that are not focused on drama, as well as the competence of speaking English in their future lives” (McCarty, 2010, p.5).
'Theatrical practices' are part of theatrical methods which can be used to teach and learn theater. During theater classes, TT uses ‘Theatrical techniques’ to aid students to learn theater and improve theatrical skills, but, at the same time, when the class is performed in a second language, as a mean of communication it can be useful to learn and improve language skills. Some ‘Theatrical techniques’ are: acting, movement, vocal technique and drama analysis, among others. "Theater activities stretch the learner to cross psychological boundaries with their language(s). Not only does theater push students to their limits of self-confidence by making them perform in front of others, it also teaches them to express themselves in another language in an appropriate way” (Tokuhama-Espinosa, 2008, p.55).
During language classes, teachers use 'Drama activities' as a means to teach a foreign language, explicitly and intentionally, since 'Drama techniques' are directed to aid ELL to learn the target language, which means that they are learning a language rather than ‘learning’ drama as a main subject. Explicit learning is a “more conscious operation where the individual makes and tests hypotheses in a search for structure” (Ellis, 1994, p.1).
On the other hand, during theater classes performed in a second language, teachers use 'Theatrical practices' as a means to teach theater, but, at the same time, to aid students to improve language skills, implicitly and incidentally, since the target language is used as a means of communication, while they are learning theater. Implicit learning is “acquisition of knowledge about the underlying structure of a complex stimulus environment by a process which takes place naturally, simply and without conscious operations” (Ellis, 1994, p.1).
As already stated, drama and theater can be helpful to aid LL to improve language competences, but also as a way to improve social skills:
- Overcoming a certain shyness of speaking in a second language, either in school, or in foreign countries, where it is of great advantage to communicate with people from another culture. “Drama activities frequently increase students’ integrative motivation, instilling desire to learn the language in order to interact with people of the target culture” (Dodson, 2001, as cited in Bräuer, 2002, p.162).
- Developing teamwork and group awareness, which naturally takes places during the practice of drama and theater and the staging of a theater play, since students must work together in order to achieve the objective of the play or to do the exercises that the teacher proposes. “drama seeks to build social competence and confidence amongst participants through purposeful work with others. Finally, it promotes individual responsibility to the group effort and a willingness to accept and respect the ideas of others” (Wilburn, 1992, p.67).
- Self-development as self-confidence and self-esteem: students are encouraged to speak in public, to interact and express their own ideas or the content of the play on stage in a L2, which means, they have to understand the text (sentences) they are using. Thus they are deeply involved on an emotional, intellectual and physical level, which makes communication and personal expression more natural, fluid and spontaneous, since the focus is on making sense, rather than on grammatical structures. “the benefits that students reap in theater are not limited to language skills. Increases in self-esteem, self-confidence, and spontaneity often result from theater activities in the classroom, thus reducing inhibitions, feelings of alienation, and sensitivity to rejection” (Bräuer, 2002, p.162).
Drama and theater provide for a learning environment in which 'communicative approach' and 'child-centered approach' can be used to teach and learn a L2.
Communicative approach seeks to use the target language for communication and through communication in a natural manner. “By promoting learning not just for but through communication the communicative approach aligns itself with one of the basic facts of ‘naturalistic’ language acquisitions” (Little, Devitt, & Singleton, 1994, p.43). As well, in the communicative approach, language is used to convey meaning by the use of communicative strategies. “This approach considers the primary function of language to be a means of communication. Emphasis is placed on sense-making strategies and communication of meaning” (Carey & Dunlop, 1996, p.219). Drama and theater use oral language to communicate in essence, which means, that LL can practice the L2 in a natural and interactive manner, because the meaning is transmitted through the theatrical dialogs or drama exercises, that are close to real life experiences. “Communicative competence deals with actual speech in actual situations. Students should be able to interact with other people and thus ‘getting the message across’ is far more important than accuracy. Students learn through interaction with others and, in so doing, develop strategies of communication” (Pritchard, 2007, p.27)
A child-centered approach seeks to put the students at the center of the learning process, considering their interests, experiences and knowledge, in order to stimulate them to participate actively in the classroom. ‘Theatrical practices’ and ‘Drama activities’ follow each student’s process to see how they develop in the classroom and how they can be stimulated according to their specific needs, therefore students/actors are the main focus of attention in the class, since they are the protagonists and potential creators of their learning process on both levels, artistic and educative. “The child-centered approach emphasizes learning experiences that are child initiated and teacher facilitated, enabling each child to achieve specific goals and objectives” (McCall & Craft, 2000, p.17).
Therefore, drama and theater allow teachers and students to work closely in the classroom, where the teacher guides and facilitates the activities. In this way, the students are encouraged to express themselves, be creative, use the L2 to communicate in a natural manner and interact with one another. Thus teacher and students develop different strategies to achieve the objectives of the class, as stipulated by the syllabus, but at the same time, they contribute to their own goals and interests, since they are actively involved in the learning process.
In language learning four basic language abilities can be improved: listening, speaking, reading and writing which are divided into Oracy and Literacy (Baker & Prys, 1998).
Languages competences are divided into two main components: organizational and pragmatic, which can be identified in the mentioned four abilities. “On the one hand, organizational competence consists of grammatical competence and textual competence” (Usó & Martínez, 2006, p.12). “On the other hand, pragmatic competence is further divided into two subcomponents, namely illocutionary competence, which refers to the knowledge of the pragmatic conventions for performing acceptable language functions, and sociolinguistic competences, which deals with the knowledge of the sociolinguistic conventions for performing language functions appropriately in a given context” (Usó & Martínez, 2006, p.12).
Therefore the components of language competences are embedded in the language of theatrical performance, oral or literary. When students use a L2 to read or write theatrical text, they have to understand the meaning and also follow the organizational and pragmatic components in order to produce a grammatically correct text and comprehend the text, its conventions and sociolinguistic functions. The same applies when they play on stage, since they have to speak the language and listen to the others during the interaction, in which they have to convey meaning, understand and express themselves in the target language.
During the language class, the four language competences can be improved by using ‘Drama activities’, as for example:
Reading
Dramatic readings. Read theater plays in the target language, by doing an active interpretation of the dialogues.
Writing
Creating and writing dramatic texts. Writing short plays in the L2, which can be read and played during the language class.
Listening
Interaction between teacher and students during the language class. Receiving instructions in the L2 and promoting communication between students in the target language.
Speaking
Acting out small dialogs. Playing dramatic dialogs in which students have to use the target language.
During the theater class, the four basic language skills can be practiced by the use of ‘Theatrical practices’, as for example:
Reading
Reading and learning a theater play in the L2. Playing a character is fundamental to learn and understand the content of the play.
Writing
Analyzing the theater play and writing a report in the L2. In order to interpret a character and to understand the play it is important to analyze it, and thus it can be very useful to write about the play.
Listening
Interaction between teacher and students during the rehearsals and the performance in the target language.
Speaking
Interaction between teacher and students during the rehearsals and the performance in the target language.
Drama activities and Theatrical practices have been used and recognized as a means to teach and learn L2, since they provide a learning environment which is open and dynamic, where both the teacher and the students can be creative and spontaneous.
In the language class or in the theater class, students can use the target language to communicate and express themselves in a spontaneous and natural manner, which can reach diverse levels during the interaction between teacher and students, such as: conversation, reading and writing texts, acting on stage, giving and following instructions and improvising in the L2.
Therefore both drama and theater offer a broad variety of techniques and exercises which can be used, created and adapted to the needs of the class, according to the competences of the teacher, the students and the objectives of the class.
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Little, D., Devitt, S., Singleton, D. (1994). The communicative approach and authentic texts. In A. Swarbrick, (Ed.), Teaching Modern Language. London: Routledge Taylor and Francis Group. (pp. 43-47)
McCall, R. M. & Craft, D. H. (2000). Moving With a Purpose: Developing Programs for Preschoolers of All Abilities. Champaign : Human Kinetics. (pp. 15-20)
McCarty, S. (2010). Why it is Worth the Drama: How drama teaching can combine and achieve teaching objectives. Santa Cruz: GRIN Publishing GmbH.
Carey, S. & Dunlop, R. (1996). Emergent L2 Writing in The French Immersion Classroom: Implications for Teacher Education or Where are the Holes in Whole Language? In Z. Moore (Ed.), Foreign Language Teacher Education: Multiple Perspectives. Maryland: University Press of America, Inc. (pp. 217-219)
Kao, S-M & O'Neill, C. (1998). Words Into Worlds: Learning a Second Language Through Process Drama. Stamford: Ablex Publishing Corporation. (pp. 1-17)
Pritchard, L. (2007). Social Context and Fluency in L2 Learners: The Case of Wales. Clevedon: Multilingual Matters Ltd. (pp. 27-29)
Spielvogel, J. J. (2011). Western Civilization: To 1500. Boston: Thomson Wadsworth. (pp.75-77)
Tokuhama-Espinosa, T. (2008). Living Languages: Multilingualism Across the Lifespan. Westport: Greenwood Publishing Group, Inc. (pp.53-56)
Usó E. & Martínez, A. (2006). Theoretical perspectives on language learning and teaching. In E. Usó & A. Martínez (Ed.), Current Trends in the Development And Teaching of the Four Language Skills. Berlin: Mouton de Gruyter. (pp. 3-28)
Vos, N. (2009). Inter-Actions: Relationships of Religion and Drama. Maryland: University Press of America, Inc. (pp. 9-32)
Wilburn, D. (1992). Learning through Drama in the Immersion Classroom. In E. Buchter, (Ed.), Life in Language Immersion Classrooms. Bristol: Multilingual Matters Ltd. (pp. 67-97)
Wooster, R. (2007). Contemporary Theatre in Education. Chicago: Intellect Books, The University Chicago Press. (pp. 1-29)
Please check the Methodology and Language for Kindergarten Teachers course at Pilgrims website.
Please check the Methodology and Language for Primary Teachers course at Pilgrims website.
Please check the Drama Techniques for Creative Teaching course at Pilgrims website.
Please check the Advanced Drama Techniques for Creative Teaching course at Pilgrims website.
Please check the Teaching English with Drama course at Pilgrims website.
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