Drama-Rich Pedagogy and becoming deeply literate

By Robyn Ewing (2019)

In this monograph Robyn Ewing considers the highly significant body of more than three decades of research, scholarship and practice that unequivocally support the transformative potential of embedding arts-rich or quality arts processes and experiences across the curriculum.  Ongoing research that specifically focuses on the potential that drama rich pedagogies in particular can play in becoming deeply and critically literate in the 21st century are explored including the School Drama program, a co-mentoring teacher professional learning program developed by Sydney Theatre Company in partnership with the University of Sydney.

While the central focus of this monograph is the role of drama and literature in enhancing meaning making at a deep level, the discussion of ideas and the research that supports them has relevance for drama pedagogy more broadly across the curriculum.