Theories

In class we covered four different theories that related to dramatic arts. Kari-Lynn would present the theory and we would talk about strategies and ideas for implementing it into our dramatic arts classroom.

Dwyer's Learning Theory is exactly what dramatic arts is about. Dwyer proposed that we retain the most information by doing, an by teaching. The class was setup in such a way, that when each strategy was presented, we were able to obtain hands-on practice. It’s much easier to remember a strategy when it’s taught to us and we actually get to see it in action. Each week groups had to present their strategies to the class – this allowed some candidate to teach and the rest to do. This theory is one that will certainly reflect my teaching practice. It’s important to remember in all aspects of the curriculum. Students don’t learn sitting there for hours on end – they learn by facilitating their own learning and drama allows them to do this.

Gardner's Multiple Intelligence Theory is another theory that tailors to dramatic arts. Gardner suggests that people have multiple intelligences – not every student is strong in all areas, but they all learn in different ways. In my opinion, drama can tap into all of the intelligences through a variety of strategies. This is very useful. It provides all learners the opportunity to show off and flourish. It’s no coincidence that mostly all students enjoy drama, this is because they all have an opportunity to partake in something that is meaningful to them.

Bloom's Taxonomy is yet another theory that lends support to dramatic arts. Bloom suggests that students achieve a higher-level of thinking when their learning is student centered. This is true in any classroom, but it was very evident in drama. We were presented with strategies and some background knowledge each week – but our learning took place in practice. For every strategy, we had time to figure it out for ourselves. We questioned our ideas, analyzed our thoughts and created our ideas. In drama, you are forced to apply higher-order thinking. This is important, because as discussed before, we learn more by doing and teaching.

Maslow’s Hierarchy of Needs is a theory that suggests to achieve self-actualization, the needs below it must be fulfilled first. Fulfilling the needs of safety, love/belonging and esteem are the responsibility of the teacher in the drama classroom. If I reflect on my first class in dramatic arts, Kari-Lynn did exactly this. She helped us to achieve these needs by creating a safe, welcoming, and judgement-free classroom. This allowed us to realize for ourselves just how much fun drama can actually be. When we are able to focus on drama strategies, and not worry what people think we are able to take away so much more. This is an important theory to remember, it allows students to express their true potential.

Throughout my time at Brock, we learned theories over and over – it was frankly, boring. Study the names and their theories, memorize, and regurgitate on the exam. When we saw theories in drama, we all dreaded it. We know this stuff. But, this was different. Kari-Lynn presented these theories and put them into practice in our own classroom. It’s much easier to understand a theory when we see how it actually works. After this course, these four theories in particular mean that much more to me. We know what they, but most importantly, we know how to incorporate them into the classroom.