Outraged housewives and sympathetic school children: primary drama in digital form
FORUM - ISSN 0963-8253
Volume 63 Number 3 (2021)
Outraged housewives and sympathetic school children: primary drama in digital form
Victoria Byfield, Chloe Berrisford, Polly Herbert pages 66-75
DOI: 10.3898/forum.2021.63.3.08
Abstract
This article focuses on the delivery of two primary English workshops delivered on the BA Primary (with QTS) degree course to first year trainees studying in the School of Education at University of Brighton. These interactive sessions include practical activity, specifically drama, and are typically delivered on campus. This is a significant point for our first-year students in primary teacher education as they explore challenging texts through drama, positioning themselves as learners in the primary classroom. Transformative learning occurs as aspiring teachers negotiate their previous experiences of drama and develop their understanding of it as a tool for the classroom. This article, a jointly composed reflection upon adapted practice during the Covid 19 pandemic, considers how drama (as a practical, interactive pedagogical tool) was delivered and engaged with in digital form. Feedback was gathered through informal interviews to collate student and tutor perspectives on the experience.
To cite this article
Victoria Byfield, Chloe Berrisford, Polly Herbert (2021) Outraged housewives and sympathetic school children: primary drama in digital form, FORUM, 63(3), 66-75. https://doi.org/10.3898/forum.2021.63.3.08