'Create to Learn’: A Practical Exploration of Effectual Educational Drama in Ghanaian Classrooms

Abstract

This study explores ways educational drama could function in the Ghanaian classroom, where a rigid teacher-centred approach is the norm and drama does not feature in the curriculum in any significant way. The research was practice-based and conducted through action research methodology. Through the execution of two major drama projects in Ghana, the author sought to determine ways in which educational drama could be introduced into the Ghanaian classroom to the benefit of the participating children and their teachers.

The thesis identifies unique ways through which drama pedagogy can be introduced successfully in seemingly non-viable contexts. It provides critical reflections on teacher training requirements and how various drama games and strategies were used by participants. It also analyses the responses of participants who are accustomed to teacher-centred learning and rigid pedagogic methods.

The study showed that, notwithstanding unfavourable classroom conditions for full drama lessons, if given appropriate training, teachers could use selected drama games and strategies to enhance teaching and learning. This will be of relevance to teachers in countries in which drama does not appear as a separate curriculum subject, as well as illustrating to others the strategies needed to allow non-drama specialists to include drama in their teaching approaches.