Voices from the classroom- an ethnographic case study of teachers' experiences and perspectives of drama and arts education in Irish primary schools

Abstract

Drama is a recognised subject in the Irish primary school curriculum. Whilst research has been conducted into drama education practices in Irish schools, little is known about teachers’ experiences and perceptions of drama education. The rationale for this research is to report on the current position of drama in the Irish primary classroom. This research further aims to report on teachers’ attitudes and experiences of drama in their classrooms. To achieve these aims, a case study with an ethnographic focus was conducted. One-to-one interviews were conducted with 15 Irish primary teachers, located in 15 different schools of a range of sizes, locations, and demographic compositions. Verbatim transcripts of the audio-recorded interviews were analysed in Nvivo 11 software using a comparative procedure. There are five emergent analytical categories: the importance of drama education in schools, the awareness and interest among teachers, the implementation of drama, the importance of drama on students’ learning and the development and impact of teachers’ backgrounds and past experiences. These categories are developed into the main themes of the research which are compared and discussed in relation to the significance of drama, being a supporter of drama, making drama happen, and drama for living and learning. Findings associated with these themes are used to develop recommendations for the enhancement of drama education. Within the context of curricular redevelopment at primary level in Ireland and taking into account the positive changes taking place in the broader arts and education ecosystem as a result of increased systemic focus and investment in creativity initiatives, drama needs to hold a new position in our schools. The predominant outcome of this research in addressing extant difficulties with drama in Irish primary schools it to make the case for a transdisciplinary model for drama in schools - a living model of drama - which values all dramatic engagement, particularly that which leads to rich modes of learning and engagement both within and beyond the curricular structures.