Playing multiple roles: a journey towards promoting spontaneity, creativity, and self- confidence in Grade 7 to 9 learners as a drama teacher/therapist

Abstract

This Practice as Research explored the value of fostering spontaneity, creativity, and self- confidence in adolescent learners, compared the roles of drama teachers and drama therapists in this regard and the potential for these roles to collaborate in schools. Jacob Moreno's Spontaneity-Creativity theory provided the theoretical foundation for the link between the global functions identified while the concept of 'role' was informed by Robert Landy's Role Theory. The creative sessions with the learners were influenced by Renée Emunah’s Integrated Five Phase Model and Susana Pendzik’s Six Keys Model. To varying degrees, these theories and models highlighted the importance of appropriate activation for engagement with dramatic processes and the impact of self-confidence. Further to this were a series of three interviews with drama therapists practicing in schools who revealed personal responses to their roles and the expectations of their schools. This offered insights into the diverse potential for drama therapists in educational settings. The overall findings contribute to a broad understanding of spontaneity, creativity, and self-confidence and the importance of fostering these qualities during adolescence to support mental health, good decision-making, and resilience in facing future challenges.