Drama Games: Establishing Equilibrium in Education

Abstract

This research paper focuses on the usefulness of drama games in educational settings and how they can be utilised for learning purposes. Despite the prescribed manner of the National Curriculum in England, the findings of this paper show how carefully structured and targeted drama games can benefit learners’ experiences and support teachers in understanding a dramatic pedagogical approach that can work for them. Discussions around learning agency and creative ownership are crucial to understand how the practice contributes to both. Through an autoethnographic lens, the research model carefully documents with plans of the conducted workshops and reflections from the author of how the games have affected learning and engagement. Employing the use of Chris Johnston’s (2005) Six Polarities, the research is narrowed to prove how drama games offer an equal opportunity for students to engage in learning material whilst developing skills such as teamwork, confidence in communication and problem solving.