Browsing by Subject "Draamatyötavat"

Objectives The status of drama in education in the Finnish curriculum has got stronger during the last decade. Nevertheless, even though drama education has had a great amount of positive influence, it still doesn’t have a stable status of being a teaching tool for every teacher. Even though drama has plenty of good qualities, it still includes challenging issues and requires a lot from the teacher. Furthermore, it seems there aren’t much material available for teachers to offer them ideas. This research’s objectives is to analyze the teacher’s role in teaching drama education and find the challenges written in teacher’s guidebook for drama education. The research focuses especially on drama tools, because they are the most important factors of organizing drama in school. In addition, the aim of this research is to encourage teachers to use drama in their own class and give multiple ideas about active learning. Methods. This research was qualitative. Research method was a content analysis, where a written document, a teacher’s guide for drama education, was analyzed. Drama tools founded in the teacher’s guide were categorized. The guidebook was written by Tapio Toivanen, who is a drama education teacher and a lecturer in the University of Helsinki Teacher Education. Results and conclusions. Based on this research, the teacher’s role in drama education is to motivate, encourage and listen the pupils and appreciate their ideas by supporting them, both in verbal communication and non-verbal communication. As the pupils get more skillful, the teacher’s role comes less visible, and the children themselves have more of the responsibility. The challenges in drama education based on this research are mental and physical safety, lesson planning, technical drama teaching skills, evaluation and group mastering skills.