- The Learner's Theory - Dwyer, 1996
- Bloom's Taxonomy - Bloom, 1959
- Maslow's Hierarchy of Needs - Maslow, 1954
- Multimodal Theory - Pahl & Rowsell, 2011; Kress, 2011
- Discursive Positioning Theory - Davies & Harres, 1990; Holland et al., 1998
The Learner's Theory is helpful for teachers when planning different lessons and activities for students to do. As seen in this chart, individuals are able to remember 70% of what they say/discuss, 80% of what they do, and 90% of what they teach to others. Depending on the drama strategies and curriculum subject that is being focused on, students can participate in different discussions or activities where talking and teaching is involved, such as when participating in the 'Mantle of Experts' strategy. They will present information in the role of experts and would be more likely to remember the information they have told or 'taught' others. There are also numerous hands-on drama activities that could help them remember information, such as with 'Machine' associated with the subject of Science, where students would learn and remember the actions of a simple machine by doing them or acting it out.
Bloom's Taxonomy
Bloom's Taxonomy is another theory linked with learning. As with various activities done in other subjects, drama activities can allow students to go through the different stages shown above. Students can do an activity such as 'Eavesdropping' where the spy or eavesdropper has to remember what they heard from the rest of the group. Students can show their understanding in strategies such as 'Writing-in-Role' where they must explain, through writing, what they believe their 'In-Role' character would say or what they are thinking. Through 'Tableaux', students can do a freeze frame to demonstrate or apply what they have learned about a topic. For example, students can stretch up with clawed hands to represent the fact that polar bears are really tall, growing up to 10 feet tall. If more than one group presents a drama strategy, such as the 'News Report' strategy, the rest of the students are able to analyze and compare the information included and techniques done in different groups and then evaluate which group needed to improve and which did it best. Lastly, after students learn different strategy techniques, they are able to invent their own drama creations.
Maslow's Hierarchy of Needs
Maslow's Hierarchy of Needs as well-known theory in multiple disciplines such as in business, education, nursing, etc. In general, this is a theory is important for educators to know, whether it is for drama or something else. Students must first be able to have their physical needs otherwise they would be unable to participate or pay attention to any lessons or activities being done. After the physical needs or met, students need to feel safe and secure. During a lot of drama activities, a warm, supportive community is usually created, along with rules or guidelines to keep up this atmosphere so that individuals feel secure enough to present to others. Linked to this is the next level of love and belonging which can once again be met by a warm community and team building activities. Self-esteem and self-actualization needs are the higher levels which can be reached by providing them authentic praise and giving them choices and opportunities to be the best they can be.
Multimodal Theory
The Multimodal Theory combines the ideas of multimodal texts with social contexts. As seen above, the process is very flexible, impacting the individual and his/her situated contexts in combination with what is going in the social environment. In participating in drama activities, students are able to plan what they will present. They will go through the process of trying techniques, modifying their presentation with the help of group members, sharing ideas with others and showing the final product. Students become the authors of their dramatic presentation and can take in the social contexts to continue working on and improving their presentation, or they can create something new, inspired from other contexts.
Discursive Positioning Theory
With the Discursive Positioning Theory, individuals assume a position but continue to be repositioned by the different situated events they go through. They are influenced by backgrounds, beliefs, values, perspectives, and even social situations (e.g. through discussions or interactions with others). In a sense, individuals are taking on a role that changes through time, and can even assign positions to the other individuals they interact with. As a person's position changes through each situated event, so can their identity be shaped as well. An example of this theory in action would be if students were to do the 'Alter-Ego' drama strategy, they would be able to hear two different opinions (e.g. the devil and the angel). Based on the social context and which side is chosen, the position and actions of the individual or character who is in the middle will change.
Thank you for this information helped with my essay.
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