Drama as a pedagogical approach to the comprehension of literary texts in the primary school classroom.

Abstract

This case study investigated the medium of drama as a pedagogical approach to the comprehension of literary texts in an independent junior school in England. The methodology was that of a qualitative case study and was primarily conducted through interviews and observation and participation in English and Drama lessons. A visiting observer and a Shakespeare workshop were used to help verify interpretations and conclusions. The study identified the elements of drama that impacted on and supported a group of 4 boys in Year 5 with mild learning difficulties in their comprehension of stories and poems. It also sought to evaluate the effectiveness of drama as a teaching and learning medium in a junior school environment. The study demonstrates that drama has much to contribute to textual study in a junior school classroom as the learner is engaged in the tangible world of the story and is therefore empowered in his or her learning.