Many educationalists suggest that Educational
Drama has a place within the curriculum as a learning medium which
can be used in thematic work across the curriculum and as an arts
curriculum subject in its own right. However, because drama does
not appear as a N.C. subject in its own right, is often hardly
taught at college and requires a high level of confidence, trust,
and a desire to take risks, drama work sometimes does not happen.
Although this is not a surprising situation, is it a desirable
one? If this may be the case in our classrooms, year groups and
school, is this a situation we are happy with?
My aim over the next two terms will be to work
to help develop a climate in school where drama is more greatly
valued and made use of by all of us. 'Aspects of Primary Education:
Drama', identifies the following relevant characteristics
of good practice. These characteristics could usefully be used
as quality assurance measures:-
The objectives of this audit and future monitoring
will be to ensure that we are meeting the short and long term
needs of our children and that the professional and personal needs
of staff are being met, so that we can work to the maximum effectiveness
and assure a quality provision for all children.
On this occasion the focus of this audit is
not the teaching of drama as a separate arts subject, although
I feel that this should be looked at in the near future, it is
the use of educational drama - principally role-play - as a learning
medium within the school's half-termly themes.
Information was gathered for the audit in two
ways:- a brief questionnaire for all teachers, and a task for
two children from each class. (see attached).
Claire Trott.