Learning Theories

                Through out the course we explored a variety of theories that provided a foundation for drama practices. These theories are the frameworks that guide teachers in their pedagogical practices. They describe how students engage with, process and retain information in the learning process. They also identify the characteristics and qualities to be addressed to meet all students need during the learning process.

                The guiding theories that I found most helpful were the ones that described learning as a process. As each student will in the class will have different strengths, weaknesses and needs, adopting a ‘learning as a process’ approach to teaching will include all students in the class. Learning is not a fixed entity; it is holistic, every evolving and ever changing. Therefore, providing students with multiple opportunities to interact with concepts and ideas in a variety of ways, allows students to develop their own identify, meaning and purpose from the material.

Maslow’s Hierarchy of Needs

                This theory focuses on the motivation levels of students to engage in the learning process based on their levels of needs being met. This is an instrumental theory because it highlights the importance of meeting students’ basic needs as a foundation for learning. Meeting students’ basic needs is a critical component for education. Ensuring that all students have sufficient water, food, sleep, clothing and shelter shows the students that they can rely on you as a teacher, and you are there to provide them with the chances they need to succeed. Therefore, it is important to be aware of your students desires, something as simple as incorporating a friendly food program, or allowing students some downtown when you notice they are tired can remotivate them to want to learn. Developing an environment that is safe, with guidelines, schedules and routines allows students to feel secure in their learning environment. When students feel secure, they often feel as though they belong through building a welcoming environment in which the teacher models respect, and there is a communal atmosphere. If students feel a sense of community, often times they have the opportunity to develop a strong sense of self-esteem as the teacher and their peers engage in authentic praise and showcasing students’ achievements and talents. When they are given the opportunity to engage in authentic learning and have choice in their education, they will be more likely to develop an ownership over their learning and in turn build their confidence and self-esteem. However, if there is a deficiency in any of the lower levels of basic needs, then students will lack the ability to progress through the hierarchy. The basic needs form the foundation for learning, as such, if there is a misstep, students will not be able to progress in their learning to meet their higher-level needs including developing self-esteem, cognitive stamina and self-actualization. As such, in a classroom it is critical for teachers to create an atmosphere in which all students’ needs are being met to ensure their ability to progress through the learning process.  

 Gardner’s Multiple Intelligence Theory

                Although meeting students basic needs is the foundation to preparing students to learn, Gardner’s theory of Multiple Intelligences, highlights the importance of meeting students’ cognitive needs based on their intelligence types. This theory highlights the importance of differentiated instruction because of the multiple ways that students learn, remember and perform their understanding of content. Although the traditional method of teaching suggests that all students learn the same way, this theory indicates that there a variety of ways of knowing, doing and understanding. As such, our instructions and assessment must adapt to the changing needs of the learner and meet all students cognitive needs. There are seven learning styles including visual-spatial, bodily-kinaesthetic, musical, interpersonal, intrapersonal, linguistic and logical-mathematical.

               

                This theory is important to highlight because of the differentiated aspect that drama can have on the learning process. Dramatic-arts based instruction provides students will experience in developing skills to enhance their imagination. Students are encouraged to move beyond physical boundaries that may limit their creativity and into the various aspect of the multiple intelligences. Dramatic-arts lessons meet the cognitive needs of students because each different type of learner can be incorporated into the various levels of instruction. For example, in our class, in a single lesson in which we were insects within a garden, we were able to access our own emotions, work together with a group bringing forth our knowledge of understanding people and relationships. We were also provided with an opportunity to skilfully use our body, words, pitch and tone to bring meaning to our insect garden, before and after a soundscape. We were asked to accurately recreate and transform aspects of the imagined world to recognize patterns and use these patterns to develop an understanding of each other’s performances with the boom whackers. This single lesson incorporates linguistic, musical, kinaesthetic, spatial, interpersonal and intrapersonal intelligences. By accommodating lessons to incorporate a variety of learning styles, students will be more engaged throughout the entire process of learning and will develop a greater understanding and appreciation for dramatic arts.

Learner’s Theory

                In dramatic arts, another important theory is the Learner’s Theory. This theory, similar to the multiple intelligences theory, challenges the traditional notion of teaching. The traditional mode of teaching requires students to listen, record and recall information on a test. However, this theory provides evidence that learners who engage in that type of rote learning, do not retain information for large periods of time. Instead, the learners who are engaged with material, challenge and discuss important notions, actively participate in lessons and 

 have an opportunity to teach their peers actually remember more than their peers who do not. This is important to recognize in teaching because incorporating drama strategies into lessons, encourages students to actively participate in their knowledge construction by recognizing that learning is a process and is built  by a community of learners. Furthermore, engaging students in learning through utilizing drama strategies will seek to incorporate a diverse group of multiple intelligences into lessons. Therefore, by focusing on the learning theory, students are not only are students cognitive needs being met, their ability to remember information gained from these experiences will be enhanced as well.