Franks, Anton; (2007) Drama, school and social change: theoretical approaches to learning in history and culture. Applied Theatre Research , 2006 (7) , Article 4.

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Abstract

As a cultural mode, in its diverse styles and forms and presented to audiences in various ways, drama is pervasive and prevalent in contemporary life. In some education, it is now embedded in the school curriculum and is increasingly popular with students. What are the theories that can be used to describe and analyse cultural and historical effects on the learning of drama? An example is taken from a drama lesson in school, analysed from a cultural and historical perspective and drawing from the work of the Russian psychologist Vygotsky and the cultural theorist Raymond Williams. Working with ideas drawn from Vygotsky’s work on drama and the development of mind and Williams’ view of the place of drama in contemporary culture, this paper makes an argument for historical and cultural approaches to drama and learning. It is an approach that is particularly applicable to schooling and has implications for the exploration and explication of the relation between drama, learning and social change in wider domains.

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