Applied Drama and the Higher Education Learning Spaces: A Reflective Analysis

Abstract

This paper explores Applied Drama as a teaching approach in Higher Education learning spaces. The exploration takes a reflective analysis approach by first examining the impact that Applied Drama has had on my career as a Lecturer/Educator/Teacher working in Higher Education environments. My engagement with Applied Drama practice and theory is examined with the view of accessing its contribution to shaping my career as a Lecturer/Educator/Teacher. The paper then goes on to explain how I have used Applied Drama techniques and skills to craft teaching approaches that are engaging and fruitful to 21^st century University students. Action Research as expounded by Edmiston B. and Wilhem J. (1996) is used as lens to explore the subject of this paper. The study notes a need to make use of innovative and engaging teaching approaches for a more meaningful experience for Higher Education learners and Applied Drama comes in handy as one of the answers. I conclude that Applied Drama is useful both as a standalone course and as a learning approach for Higher Education students (particularly those in Humanities and Social Sciences) as it gives them a broader outlook of things, encourage engagement and debate and aid in explaining complex issues within the academic environments.

Keywords: Applied Drama, Higher Education, Learning Spaces, Action Research, Reflective enquiry, Practice as Research, Theories of Education