Theatre as a Teaching Resource to Work on Socio-environmental Problems in Primary Education

Abstract

The objective of this article is to make an approach to how primary education teachers understand that theatre favours the treatment of socio-environmental problems in the classroom in a motivating and practical way. Semi-structured interviews have been carried out with teachers who have already used theatre in their classrooms. The results have been structured on the basis of three categories: motivation and values, context and subjects, and difficulties. The potential of theatre in primary school is highlighted, with time and the number of students in the groups being the main difficulties in incorporating them into the classroom.

Drama/Theatre Performance in Education through the Use of Digital Technologies for Enhancing Students’ Sustainability Awareness: A Literature Review

“…In the affective domain, promoting emotional intelligence, creating a safe environment for expressing students' feelings, and eliminating offending behaviors are promoted. These findings are in accordance with Moreno-Fernández's research [37], in which the researcher investigated teachers' opinions about motivation and values of applying drama as a didactic resource to favor the treatment of socio-environmental problems. Teachers perceive theatre as a pedagogical approach that ameliorates the dynamization of the classes, imagination, interactions between students, group socialization, teamwork, and most significantly, cultivation of emotional feelings towards tackling serious environmental problems.…”

“…The majority of empirical studies (n = 8) created practice-led research, merely based on a case study methodological approach to produce data of qualitative nature, for example [46,47], either small-scale case studies [48] or larger-scale case studies methodologies [47]. Most of the articles developed and relied on a case study methodology, for example [4,49], and used semi-structured interviews for producing interpretative qualitative data feedback [37].…”

“…Moreover, ref. [37] claims that the students are not only readers in classrooms but are transformed into actors and are thus able to take on actions to deal the social and ecological problems. This happens due to the nature of drama/theatre as a teaching strategy, since students get involved and show their sensitivity towards socio-environmental matters to which their attention is drawn by creating a whole theatrical play and attempting to think of any possible solutions to such problems.…”

“…But the participation of students in drama performances for the treatment of socioenvironmental problems is sometimes constrained due to potential difficulties, especially in primary education. Moreno-Fernández [37], presents as challenges the time available, finding adapted works for a primary school related to socio-environmental contents, the reluctance of some pupils to participate due to shyness or embarrassment, the large number of students in the classrooms, and the lack of adapted works to address specific socioenvironmental problems especially at primary school level. Similarly, Özgen and Erbay [4] mention the difficulties experienced by drama leaders arising from educational institutions, parents, and children, respectively, as issues concerning the lack of sufficient knowledge, education, and experience in drama.…”