ETD Collection

Permanent URI for this collectionhttps://wiredspace.wits.ac.za/handle/10539/104


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2016 - 20192

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Subject: search.filters.subject.Drama in education

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    The role of drama in education in fostering a soft skills curriculum in the paperless classroom of South African primary schools
    (2019) Mokoena, Moratoa Trinity
    We welcome the Fourth Industrial Revolution (4IR) and its technological advancement with open arms. Well, we do not have much of a choice because whether we like it or not, it plans to stay. With this digital progression, South African educational bodies migrate its educational framework to the ‘paperless classroom’: a teaching and learning transition from pen and paper to blended learning (technologically enhanced) systems (Shonfeld & Meishar-Tal 2017:185). Emerging conversations around 4IR have one wondering what this educational shift will result in, especially around our human connection and interaction. I question the implications of the paperless classroom and its technologies on a learner’s interpersonal aptitudes and how it will achieve the development of a holistic learner. The research warns that the paperless classroom may put a higher value on hard (technical) skills over soft (interpersonal) skills, which may result in learners’ limited ability to foster positive relations, communication and collaborative effort (Elmore, 2014). Using a summative evaluation through an analytic approach, I present the possibilities of introducing Drama in Education as a relevant and dynamic educational strategy in the paperless classroom, alongside the voices of practitioners, researchers and educational specialists. Although the research is not conducted practically, it proposes that when specific Drama in Education strategies are successfully implemented by educators, they may further motivate a soft skills enhancing curriculum. This may foster a beneficial hard-soft skill balance in the learner. The research is catalyzed by the observation of a leading paperless primary school, in their Blended Learning Facility and focuses on their endeavors to create an alternative educational experience. I investigate the school’s paperless model, identify possible gaps and recommend Drama in Education as a mediating learning instrument. Finally, in the commitment to hone in on a holistic individual in an ever-changing educational environment, this transformational approach to education is recommended to core educational bodies in South Africa for consideration.
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    An exploration of aspects of the South African Bill of Rights through applied drama amongst young adults (care givers) at Rena Le Lona Creative Centre for Children, Johannesburg South Africa
    (2016) Apotieri-Abdulai, Oluwadamilola
    This research report evaluates an exploration of how Applied Drama methods can aid the pedagogy of Human Rights and encourage an attitude of responsibility towards human rights among young adult caregivers at the Rena la Lona Creative Centre in Soweto, South Africa. Human Rights are basic standards which inform the standard of living among people so that they live in dignity. In the context of this study, Human rights education through Applied Drama methods is the means through which people are empowered and are given a sense for responsibility. The study consisted of the use of Applied Drama methods to articulate the education of equality and Human rights. This was done through a practice-based research framework wherein the research is informed by collective practice and also relies on theoretical findings. The first chapter articulates the background and justification of study. Chapter two focuses on the literature and methodology that inform the study. Chapter three explores the research findings through an analysis of the methods used and the learning derived from the practice. Chapter four concludes with the reflection around the research results. The conclusion asserts that the explored Applied Drama methods can be used as a tool for holistic education of the South African Bill of Rights within an informal education setting such as the Rena la Lona Creative Centre.