Theater in education as an innovative pedagogical tool
DOI:
https://doi.org/10.56916/ejip.v4i2.1151Keywords:
Theater, Education, Innovation, Pupils, RelationshipsAbstract
With today's crisis of values, one of the main demands for ensuring democracy is the restoration of trust in people's relationships. It is considered more useful, however, to consolidate it from the first years of a person's life. It begs the question, therefore, how can trust be acquired at this stage of life. The arts, with their potential to increase the empathy of individuals, can be the basis for their development. By means of a quantitative methodological approach, the paper focuses on the art of theater and explores its role in education as an innovative pedagogical tool in building trust in primary education. The article examines the evolution of social relationships between children over time. While teachers cannot assess these relationships directly due to time constraints, these relationships do exist. Children have learned to accept the diversity of their classmates in the context of lessons, leading to shared experiences both inside and outside of school. Although not all social relations are successful, the educational process has contributed to the strengthening of respect for others between them which can positively affect the reduction of marginalization.
References
Altaftazani, D.H., Rahayu, G.D.S. & Kelana, J.B. (2020). An analysis of basic interaction, communication, team building and problem-solving skills of primary school students in marching band activities. Mimbar Sekolah Dasar, 7(2): 184-197.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2): 191.
Baton, E., Crosland, K. & Haynes, R. (2019). An evaluation of a social skills application for children who are homeless. Research on social work practice, 29(3): 323-332.
Borgonovi, F. & Burns, T. (2015). The educational roots of trust. OECD Education Working Papers, 119. Paris: OECD Publishing.
Cumberledge, J.P. (2017). The benefits of college marching bands for students and universities: A review of the literature. Update: Applications of Research in Music Education, 36(1): 44-50.
Delhey, J., Boehnke, K., Gragolov, G., Ignacz, Z.S., Larsen, M., Lorenz, J. & Koch, M. (2018). Social cohesion and its correlates: A comparison of western and Asian societies. Comparative Sociology, 17(3-4): 426-455.
European Commission (2017). Trust at risk: Implications for EU policies and institutions. Publication Office.
Giotaki, M. & Lenakakis, A. (2016). Theatre pedagogy as an area of negotiating and understanding complex concepts by kindergartners in times of crisis: An intervention-based research study. Preschool & Primary Education, 4(2): 323-334.
Greenberg, M.T., Weissberg, R.P., O’ Brien, M.U., Zins, J.E., Fredericks, L., Resnik, H. & Elias, M.J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional and academic learning. American Psychologist, 58(6-7): 466-474.
Guerra, N.G. & Brandshaw, C.P. (2008). Linking the prevention of problem behaviors and positive youth development: Core competencies for positive youth development and risk prevention. New Directions for Child and Adolescent Development, 122: 1-17.
Kafai, Y.B. (2002). Elementary students’ perceptions of social network: Development, experience and equity in collaborative software design activities. Paper presented at the Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community.
Korukcu, O., Ersan, C. & Aral, N. (2015). The effect of drama education on social skill levels of the students attending child development associate program. International J. Soc. Sci. & Education, 5(2): 192-202.
Lenakakis, A. (2012). Our resistances to the open space as a challenge: Opportunities for intercultural encounter and communication through Theater Pedagogy. In: G. Androulakis, S. Mitakidou & R. Tsokalidou (eds). Crossroads of Languages and Cultures: Learning outside of school (pp. 114-128). Thessaloniki: Polydromo & Faculty of Education [In Greek].
Manjunatha, N. (2019). Descriptive research. JETIR, 6(6): 863-867.
McCrae, R.R. & Costa, P.T. (2010). NEO inventories professional manual. Lutz, FL: Psychological Assessment Resources Inc.
Neuenschwander, M.P. (2020). Information and trust in parent-teacher cooperation – Connections with educational inequality. Central European Journal of Educational Research, 2(3): 19-28.
Perry, B.D. (1999). Maltreated children: Experience, brain development and the next generation. New York: Norton.
Solis, R. (2018). Treater and education creative and innovative experience in vocational education & training. Journal of Education & Social Policy, 5(3): 28-34.
Strier, M. & Katz, H. (2016). Trust and parents’ involvement in schools of choice. Educational Management Administration & Leadership, 44(3): 363-379.
Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. Jossey Bass: A Wiley Imprint.
Van Maele, D. & Van Houtte, M. (2015). Trust in school: A pathway to inhibit teacher burnout? Journal of Educational Administration, 53(1): 93-115.
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Whiteland, S. (2016). Exploring aging attitudes through a puppet making research study. International Journal of Education & The Arts, 17(3): 1-29.
Yuksel, G. (2004). Social skill inventory. Ankara: Asil Publishing.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Pandelis Kiprianos, Maria Spyropoulou
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
