Page 264 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
P. 264
na Lešnik
of Oracy.« V How Drama Activates Learning, ur. M Anderson in J. Dunn, 159–
177. London: Bloomsbury.
Piaget, J. 1962. Play, Dreams and Imitation in Childhood. New York: Norton.
Preston, S. 2016. Applied Theatre: Facilitation Pedagogies, Practices, Resilience.
London: Bloomsbury.
Sitar Cvetko, J. 2003. »Od branja do igranja.« V Beremo skupaj: priročnik za spod-
bujanje branja, ur. M. Blatnik Mohar, 140–142. Ljubljana: Mladinska knjiga.
Vigotski, L. 1978. Mind in Society: The Development of Higher Psychological Pro-
cesses. Cambridge: Harvard University Press.
Drama in Education as a Holistic Learning Model
Drama in Education (DiE) is an established teaching approach in Anglo-Saxon
parts of the world. However, within Slovenian school system it only exists in
fragments, mostly used by language teachers. Drama in Education is aligned
with experiential perspectives on learning, which view learning development
as a highly personal experience. This approach represents a very suitable
model for every area of the curriculum as well as cross-curricular pedagogy. It
can be adapted for all age phases of school, but it requires certain knowledge
about drama from the facilitating teacher. In this article we try to establish
the position drama occupies in educational system, emphasise certain meth-
ods and techniques that can be structured in the dramatic form and finally
combine them in a case study by establishing cross-curricular possibilities of
Drama in education.
Keywords: drama, drama in education, experiential learning, drama methods
and techniques, cross-curricular learning
262
of Oracy.« V How Drama Activates Learning, ur. M Anderson in J. Dunn, 159–
177. London: Bloomsbury.
Piaget, J. 1962. Play, Dreams and Imitation in Childhood. New York: Norton.
Preston, S. 2016. Applied Theatre: Facilitation Pedagogies, Practices, Resilience.
London: Bloomsbury.
Sitar Cvetko, J. 2003. »Od branja do igranja.« V Beremo skupaj: priročnik za spod-
bujanje branja, ur. M. Blatnik Mohar, 140–142. Ljubljana: Mladinska knjiga.
Vigotski, L. 1978. Mind in Society: The Development of Higher Psychological Pro-
cesses. Cambridge: Harvard University Press.
Drama in Education as a Holistic Learning Model
Drama in Education (DiE) is an established teaching approach in Anglo-Saxon
parts of the world. However, within Slovenian school system it only exists in
fragments, mostly used by language teachers. Drama in Education is aligned
with experiential perspectives on learning, which view learning development
as a highly personal experience. This approach represents a very suitable
model for every area of the curriculum as well as cross-curricular pedagogy. It
can be adapted for all age phases of school, but it requires certain knowledge
about drama from the facilitating teacher. In this article we try to establish
the position drama occupies in educational system, emphasise certain meth-
ods and techniques that can be structured in the dramatic form and finally
combine them in a case study by establishing cross-curricular possibilities of
Drama in education.
Keywords: drama, drama in education, experiential learning, drama methods
and techniques, cross-curricular learning
262
