Dramatic Inquiry: An Inclusive Approach to Learning With Collaboration and Multiple Modes

Farrand, Kathleen M.; Deeg, Megan Troxel

doi:10.1177/0040059919889335

Cited by 4 publications

(4 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Two activities were consistently used throughout the dramatic inquiry units which were not present in regular circle time instruction: the use of a daily insect or ocean log and walk like a character . (See Farrand et al, 2019; Farrand and Deeg, 2020 for additional dramatic inquiry activities).…”

Section: Resultsmentioning

confidence: 99%

“…During the first phase of the study, Miss Sofia conducted regular circle time instruction. Then, she implemented a two-week dramatic inquiry entomologist unit based on her students’ interest in insects following the suggested dramatic inquiry unit plan and implementation steps outlined in Farrand and Deeg’s (2020) article: drawing upon student interests, developing a unit using the Mantle of Expert (i.e. a drama strategy developed by Dorothy Heathcote which positions students in extended roleplay as experts who examine potential solutions to a real or fictional problem; Heathcote and Bolton; 1995), engaging in dramatic exploration using active and dramatic multimodal activities, collaborating with others, and sharing potential solutions to the problem with others.…”

Section: The Studymentioning

confidence: 99%

“…help the local Aquarium learn more about ocean animals that could add to their existing aquarium?” (Farrand, 2017b: 4; Additional description of dramatic inquiry is included in the qualitative findings sections (below) to best contextualize the findings. Also, see Farrand et al (2019), Farrand and Deeg (2020), and Farrand (2017a; 2017b) <https://kathleenfarrand.wordpress.com/2019/01/23/download-dramatic-inquiry-units-here/> for additional details and unit plans.) The research team conducted direct observations of the video data from the entire 8-week study.…”

Section: The Studymentioning

confidence: 99%

See 2 more Smart Citations

Creating space for interactive dialogue during preschool circle time using play-based pedagogies and dramatic inquiry

Deeg

Farrand

Oakes

2020

Journal of Early Childhood Research

View full text Add to dashboard Cite

In this study, we examined how preschool students with language delays engaged in interactive dialogue during regular circle time and dramatic inquiry activities. Using frequency recording of three preschool students’ linguistic engagement and multimodal analysis of classroom video data, this article explores how these students produced social, instructional, and academic language as well as multimodal actions to engage in interactive dialogue with their teachers and peers. Overall, students exhibited higher levels of linguistic engagement during traditional instruction; however, multimodal analysis revealed the ways students engaged in interactive dialogue during dramatic inquiry was far more complex. We conclude that dramatic inquiry created opportunities for students to learn and produce academic language and corresponding multimodal actions while regular instruction provided students opportunities to practice social and instructional language. Our analysis demonstrates the complexities of how preschoolers with language delays use different forms of verbal and non-verbal language to share their personal experiences and content knowledge with others. In all, this study emphasizes the importance of considering both quantitative and qualitative data when trying to understand how preschoolers engage in interactive dialogue in the classroom.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: The Studymentioning

confidence: 99%

Section: The Studymentioning

confidence: 99%

See 1 more Smart Citation

Creating space for interactive dialogue during preschool circle time using play-based pedagogies and dramatic inquiry

Deeg

Farrand

Oakes

2020

Journal of Early Childhood Research

View full text Add to dashboard Cite

show abstract

“…Drama-based pedagogies such as process drama exemplify student-directed learning approaches and satisfy the demand for flexible teaching practices that innovate through the co-construction of new knowledge (Farrand & Deeg, 2020). As an improvised form, process drama provides students with a 'lived through' imagined experience in which they have the agency to take action.…”

Section: Mapping the Terrain/literature Reviewmentioning

confidence: 99%

Calculating for creativity: Maths joins the circus

Coleman

Lind²

2020

WJE

View full text Add to dashboard Cite

Following recent increases in the diversity of students, technologies, pedagogies and environments, New Zealand classrooms are sites of growing complexity. Tasked with covering a broad range of disciplines within each school day, opportunities for subject integration are of increasing value to busy teachers. Developing upon a previous piece of research (Coleman & Davies, 2018), this project sought to gain student engagement in mathematics through a dramatic framework. A key factor in developing adaptable, responsive and capable learners, creativity is an area of intense educational interest and yet substantial confusion (Jefferson & Anderson, 2017). Focusing upon the activation of students’ creative capacities through drama, this project offers suggestions for future praxis and the development of classrooms that invite creativity. We began by establishing a fictional pre-text closely related to their earlier studies of insects. Recruited to assist Professor Lee—a flea circus owner, with the redesign of her circus, this pretext deliberately offered opportunities for mathematics integration. When planning we predicted the need for students to engage with numbers and measurement, yet remained responsive to opportunities arising from the drama or instigated by the students themselves. Over the five drama-maths sessions, we collaborated with students both in and out of role, to design, plan and prepare a new cockroach circus extravaganza. We generated data for the research through reflective journal entries, student work, drama based research and focus groups. Our findings indicate an enthusiasm for the use of drama to engage students and make mathematics meaningful and highlight the vital elements for collaboration and creativity. Three distinct elements appear crucial to engaging in an effective drama-maths unit: a sense of unity in pursuing a common goal, the value of the affective and embodied elements associated with drama, and cultivation of skills for collaboration. While this project bolsters existing rhetoric surrounding STEAM integration, it advocates for further development around existing notions of collaboration for 21st century learning.

show abstract

Authentic braille literacy development through interdisciplinary instruction and learning

Farrand,

Koehler,

Vasquez

2024

British Journal of Visual Impairment

View full text Add to dashboard Cite

Incorporating braille across disciplines and into authentic settings may increase motivation and acquisition. This paper explores the merging of science content instruction with authentic braille literacy development using drama strategies during a summer camp for elementary students with visual impairments and the co-occurring teacher preparation for authentic braille instruction. This study measured braille proficiency in reading and writing and science content knowledge of student participants before and after the weeklong interdisciplinary summer camp. Pre-service teachers of students with visual impairments (TSVIs) that were co-teaching with in-service TSVIs also completed the braille proficiency measures in reading and writing. The interdisciplinary camp experience and culminating museum event described in the present study provides a potential model for how to design interdisciplinary learning experiences for students with visual impairments to develop braille literacy and science content understanding.

show abstract

Dramatic Inquiry: An Inclusive Approach to Learning With Collaboration and Multiple Modes

Cited by 4 publications

References 11 publications

Creating space for interactive dialogue during preschool circle time using play-based pedagogies and dramatic inquiry

Creating space for interactive dialogue during preschool circle time using play-based pedagogies and dramatic inquiry

Calculating for creativity: Maths joins the circus

Authentic braille literacy development through interdisciplinary instruction and learning

Contact Info

Product

Resources

About