Education; Blending Classroom Methods with Performance

Education; Blending Classroom Methods with Performance

Teaching methods in the classroom is something that is often widely discussed and debated by teachers and others within the education system on a daily basis. In our modern society we can now see examples of old meeting new, particularly where traditional style methods of classroom control are combined with new, technologically-driven methods of learning.

In my own recent experience in teaching the English language alongside Theatre, it has become apparent to me that many students have the benefits of easy access to projectors, multi-media whiteboards and other such modern resources to aid their knowledge progression. However, there is also still evidence that traditional ‘pen and paper’ methods of teaching exist, and indeed often help create a blend of styles of learning for the student.

The blend of these methods work to enhance the general understanding of the English language to the student, for example studying linguistics and prose through textbooks, and then having the opportunity to display their knowledge visually through a PowerPoint presentation. In terms of understanding the content of their work both these methods are often successful. Despite the success with these styles, it is often a more aural approach in the classroom that helps to increase our students’ confidence with language and fluidity of speech, both in Britain itself and countries overseas.

Outside of timetabled drama lessons I have witnessed examples of teachers using performance as a teaching tool. There has been examples of a students willingness to participate in the learning of a subject be improved by their exposure to creativity, as a result of performance based activities run by the teacher in the classroom.

Indeed merging subjects together often can make for a more interesting class, for example when studying Mathematics or Science, a more performative aspect may gain a better student response. However, when studying Drama itself, the class can be cross-referenced with other subjects or areas of culture, with the student subconsciously learning as a result of their willing participation in a more active class. In the small learning projects I have used myself often include small script extracts, where I’ve coupled the performance element with the addition of a topic that runs throughout the sessions. For example, in the latest block of classes for the project ‘Performing Earth’, the students learn about performance in other countries/cultures, and then put into practice what they have studied in a performance of their own in the style of a particular country each week. This can help for a fluid circle of learning for the student, with one core subject overlapping into another, and a blend of traditional academic, or modern technologically-driven techniques working alongside the creativity of performance.