Imagine being on a bus, unsure of where it’s headed, its destination, or how long it will take to arrive. Sounds quite torturous, doesn’t it?
This is akin to how students might feel when they cannot discern where a unit of work is heading or its relevance to them. How can we support students in finding more intrinsic motivation for learning curriculum content? The topic of student motivation has many strands, and there are numerous exciting discussions on the matter. This post will take a closer look at fostering a sense of engagement in your curriculum, particularly from a drama perspective.
I will explore two areas: firstly, assisting students in finding relevance in why they are learning specific content, and secondly, providing them with a map towards the desired outcomes.
The first part of the “finding relevance” section is aimed at a wider audience of educators, offering my perspective on why drama education is crucial for all children. I’m sure many readers are also seasoned drama educators reading this to discover my take on motivating students, so feel free to skip the next three paragraphs if you already understand why drama education is a necessity rather than a luxury.
Finding relevance:
As a theatre educator, I often gain a sense that the wider public knows that drama studies are beneficial for life, however, the reasons for these benefits are sometimes misinterpreted. This can often transfer to students from parents or wider family members who often reinforce these misconceptions by stating that drama is perhaps for those who wish to enter the performance industry and it does not have a place on a student’s timetable from Year 10 onwards unless they wish to be a performer.
My questions in this regard would be: Should young people develop self-awareness and empathy, explore different representations of life to better understand the world, and cultivate a sense of humble self-confidence? Should learning be engaging, exciting, and captivating? Should students refine their communication skills, nurture an innovative mindset, and learn team skills through trial and error? Additionally, should they gain confidence to express themselves non-verbally, foster critical thinking and analytical skills, build emotional intelligence, and develop resilience and adaptability? For me, it is a resounding, yes. Drama classes are the training ground for all of these skills and more.
The drama classroom can be a place to support students who wish to enter the performing arts industries, of course, it can, however, this is not why it is vital that all children should have access to drama education. The real reason is the abundance of transferable life skills that they will foster throughout their time experiencing the subject.
So, back to my original point. When students enter my classroom, I aim to ensure that they have no doubt why they are here and why they are learning the concepts and practical skills that they are learning. At the start of a task, I will often ask students to think about why they are studying the topic and how it might be relevant to their life outside of school. This open-ended questioning helps students to really reflect on the reasons why we have chosen this topic for them to learn. Once students are able to connect their learning to a sense of purpose and find use in the skills they are developing, they are more enthused and engaged to focus and grow. Students need to see the bigger picture. They need to know why they are on the “bus”.
Providing a map:
Just as students need to know why they are learning what they are learning, they also need to know where they are heading and how long they will be heading there for. This way, they have a clear direction for their learning instead of wondering “Where is this going?”.
I often map out a unit explicitly with students and inform them of how they will be assessed throughout. Most units are project-based, and students are provided with the “what they will create” from the outset. This approach helps students feel a sense of progression throughout the unit, understand why they are doing what they are doing, and therefore they may plan and manage their time more effectively.
Providing a map not only allows students to see the wider picture of the unit but also enables those who require further challenge to engage in independent study around the subject because they know what the end goal is.
I have observed many positive outcomes from implementing the what, where, and why of learning in Drama. This approach reinforces the subject’s value to students and motivates them to engage and pursue self-growth.
Please do share your thoughts, and feel free to get in touch.
