Global methodology: Engaging children in drama and theatre arts to enhance creative and aesthetic response

Abstract

This study proposes a different approach for teaching drama/theatre arts to encourage lifelong creative and aesthetic response. Teachers introduce domain-relevant concepts using children's intrinsically generated themes and stories. Because it roots children in both the generative and interpretive work of drama and involves the student holistically, this approach is labeled global. A reciprocal student-teacher relationship reinforces self-esteem and motivation as children work from within the drama process writing, directing, acting, designing, building, and reacting as audience. The global method works as a K-12 curriculum for children because it stresses developmental theory in both creative and aesthetic growth. To this end, the global approach encourages openness, flexibility, self-direction, divergent and heuristic thinking, risk taking, and perseverance in a collaborative setting natural to drama and life. Drawing from personal observations and writings on creativity and aesthetics, the author builds a case for this method to merge disparate views on drama in education.