Abstract
Many university drama education scholars began their careers as secondary school drama/theatre teachers; several, myself included, have chronicled their own teacher-as-researcher experiences with teenagers (e.g., Gallagher, 2000; Gonzalez, 1999; Gonzalez, Cantu, & Gonzalez, 2006; Hatton, 2001, 2003, 2004; McLauchlan, 2000, 2008; Owens, 2000; Yassa, 1999). From the different perspective of nonparticipant observer, I recently visited six drama classrooms in four publically funded secondary schools, with the aim of eliciting viewpoints about studying drama from students hitherto unknown to me. This article summarizes my discoveries about teenagers’ motivations to study drama and opinions related to effective drama pedagogy.
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References
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© 2011 Sense Publishers
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Mclauchlan, D. (2011). What Makes A Great High School Drama Teacher?. In: Schonmann, S. (eds) Key Concepts in Theatre/Drama Education. SensePublishers. https://doi.org/10.1007/978-94-6091-332-7_7
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DOI: https://doi.org/10.1007/978-94-6091-332-7_7
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