Abstract
This chapter starts by sketching the historical relationship between drama and learning and defining modern educational drama movements. Introducing the concept of drama as pedagogy, the chapter defines and analyses the key educational components of improvisation and games, role-play, empathy and distance, narrative and tension, reflection, cooperation and trust, language and dialogue, embodiment, imagination and creativity. The focus moves to the use of drama in conflict handling and mediation, with explanations of the central DRACON drama strategies of process drama, theatre-in-education, forum theatre and a detailed outline of the strategy specifically devised for DRACON and used in Brisbane and Sweden, enhanced forum theatre. The chapter concludes by exploring the crossover and synergies between key drama education and applied theatre movements and briefly noting the effects of drama on participating students’ real-life conflicts.
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O’Toole, J. et al. (2019). Learning Through Drama. In: Researching Conflict, Drama and Learning. Springer, Singapore. https://doi.org/10.1007/978-981-13-5916-3_3
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