Browsing by Subject "draamaopetus"

Goal. In August 2016 the new national curriculum in Finland was set, where drama as a teaching method was emphasized. Therefore, I was inquisitive of what it takes from teacher to teach drama. Using drama as a teaching method can scare teachers or to become shallow, if they don’t know what they are expected. In this research the purpose is to describe different roles the drama teacher needs to handle to provide high-quality drama teaching. Method. In this research was utilized narrative literature review as a method. The material consisted three books of drama education from three great drama education researcher and developer; Hannu Heikkinen, Tapio Toivanen and Jonathan Neelands. Skills and knowledge that were found from the material was themed and codified into eight different roles which were described as general summary. Results and conclusion. The outcome is that drama teacher has to manage eight different roles, manager, educator, learning producer, organizer, community builder, specialist, artist and questioner. As a manager were emphasized the skills of group managing, as an educator teacher’s role in an education institute and as an organizer how the lesson was organized. As a learning producer teacher activated pupils and guided them to study and to learn in the world of drama. As a community builder teacher built safe and supportive learning atmosphere among group. As a specialist teacher could develop himself and justify his actions as a drama teacher. As an artist teacher was required to use his imagination and to have the courage to act in roles. As a questioner teacher improved pupils thinking by asking questions from them. When teacher knows, what drama requires, it becomes easier to start using it as a teaching method. In my opinion there is much similarities between roles of drama teaching and what is required from class teacher. When teacher knows all the dimensions of his work, he can improve his teaching also on other lessons outside drama classes.