Fostering creative thinking through drama education: teacher perspectives
Keywords:
student creativity, creative thinking, process drama techniques, drama teachers, Sri LankaAbstract
Researchers have long recognized the significance of creative thinking in equipping students with the necessary skills for success in the contemporary world. However, the current approach to teaching drama in Sri Lanka has been deemed obsolete, failing to adequately prepare students to thrive in the globalized era. In response to this concern, a non-randomized control group study was undertaken to investigate the impact of process drama techniques on creativity within secondary school settings. Notably, two teachers from the intervention group were actively engaged in the study and later interviewed to gain deeper insights into their perceptions of employing process drama techniques instead of conventional methods. This article delves into the myriad ways in which drama teachers' pedagogical strategies can effectively enhance creative thinking in their students. Moreover, the study's results offer valuable implications for developing targeted professional learning opportunities for teachers, aiming to foster a comprehensive understanding of creativity and its practical application within the classroom environment. By embracing innovative and experiential approaches like process drama techniques, educators can empower their students to cultivate imaginative thinking, problem-solving abilities, and adaptability - essential skills for navigating the complexities of the modern world.
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