The research process focuses on the usefulness of drama activities in the education process. The
theoretical part of the study identifies existing drama activities as a tool for teaching and
learning educational content. Different methods, techniques, and approaches to drama in
education are defined. The results of using drama activities in teaching, which manifest in the
development of creativity, emotional functioning, social inclusion, ethics, morality, and
responsibility are also presented. The terms play and creativity, which are crucial for the
emergence of drama activities are defined. The results of some related already conducted
research is presented to gain a better insight into the field of drama in education worldwide.
The empirical part of the study involves quantitative research using questionnaire. Classroom
teachers from Slovenian primary education participated in the study. Teachers were asked for
their opinion on drama activities in teaching. The study emphasizes the important role of drama
activities in teaching and their positive effects on students as individuals and as a classroom
community. The research shows which subjects and parts of the lessons teachers most often use
drama methods for and what the purpose of using drama activities is. The study also addresses
the position of drama in education among classroom teachers. In conclusion, based on the
obtained answers from the survey respondents’ answers, the research defines the position of
drama in education.
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