"It Makes You Feel a Little Bit Freer": Committing to Creativity: A Hermeneutic Phenomenological Study of a Primary Teacher's Use of Drama with Additional Language Learners

Autor/in	Beaumont, Natasha E.
Titel	"It Makes You Feel a Little Bit Freer": Committing to Creativity: A Hermeneutic Phenomenological Study of a Primary Teacher's Use of Drama with Additional Language Learners
Quelle	In: Teachers and Curriculum, 22 (2022) 2, S.35-47 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1174-2208
Schlagwörter	Phenomenology; Teacher Attitudes; Learning Experience; Creativity; Drama; Semiotics; Role Playing; Foreign Countries; Hermeneutics; Video Technology; Teaching Methods; Learner Engagement; Literacy Education; Student Diversity; Classroom Communication; English (Second Language); Second Language Learning; Second Language Instruction; Elementary School Teachers; Elementary School Students; Australia + Suchen Sie Ihr Suchwort? Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Lernerfahrung; Kreativität; Schauspiel; Semiotik; Rollenspiel; Ausland; Hermeneutik; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Australien
Abstract	Creative pedagogies contribute significantly to children's cognitive, social and linguistic development. This article discusses the drama-based creative literacy practice of an early primary teacher in a high diversity school in Sydney, Australia. Literacy pedagogy blended with drama and role play was shown to aid oracy whilst also adding valuable semiotic support for language learners. Video recordings of this teacher's lessons formed the basis of a hermeneutic phenomenological study into the affordances of drama in additional language contexts. Findings revealed positive contributions to learner comprehension and engagement. They also indicated that the pressure of an over-crowded curriculum necessitates personal commitment to creative arts pedagogy on the part of the teacher. Despite policy rhetoric promoting creativity as a key capability, creativity itself is seen to be stymied in an educational context heavily prioritising standardisation and assessment. Without systemic support, it is left to motivated, individual teachers to prioritise creative learning experiences in schools. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: http://tandc.ac.nz/tandc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01