ABSTRACT

For some decades a growing body of research has articulated the transformative potential of learning in, about and through The Arts. In particular, it is clear that there can be a powerful relationship between drama-rich pedagogy and the enhancement of student literacies. This article reports on research that examined the processes and outcomes of one teacher professional learning program, the School Drama program and its impact on student learning in one Sydney primary school. This research investigated the impacts of the program on student literacy learning, specifically in the area of inferential comprehension through drama-rich pedagogy. Three Vygotskian concepts frame this research: the Zone of Proximal Development (ZPD), Drama and Play, and perezhivanie. The findings suggest positive shifts in student English and literacy outcomes – with this case investigating the focus area of inferential comprehension.

摘要

几十年来，越来越多的研究阐明了在艺术中、关于艺术和通过艺术学习的变革潜力。特别是，戏剧丰富的教学法与学生识字能力的提高之间显然存在着强大的关系。本文报道了一项研究，该研究检查了悉尼一所小学的一项教师专业学习计划、学校戏剧计划及其对学生学习的影响的过程和结果。这项研究调查了该计划对学生识字学习的影响，特别是在通过戏剧丰富的教学法进行推理理解的领域。三个 Vygotskian 概念构成了这项研究：近端发展区 (ZPD)、戏剧和游戏以及perezhivanie. 研究结果表明学生的英语和读写能力发生了积极的变化——这个案例调查了推理理解的重点领域。