The school drama program: delivering process drama via a teaching artist

Abstract

For more than four decades, process drama has been acknowledged as critical, quality pedagogy especially in improving English and literacy outcomes. However many primary teachers do not use drama for any substantive activity within their classrooms. The School Drama Project (SDP), a program developed in 2009 through a partnership between the Sydney Theatre Company (STC) and the Faculty of Education and Social Work (FESW), University of Sydney, was established in response to these concerns. The program is dependent on a partnership not just between STC and the FESW but also between an educator and a teaching artist working towards student academic achievement in this instance, English and literacy outcomes. It also seeks to develop primary teacher’s professional knowledge of and expertise in the use of process drama with the literature. This article reports on the pre- and post-findings of the 2012 SDP involving 39 teachers, more than 960 students from Early Stage 1 (5 year olds) to Stage 3 (11–12 year olds) across 23 Sydney/New South Wales schools.

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