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Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa

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dc.contributor.advisor Smit, Brigitte Bettman, Maria Catharina 2020-10-28T12:18:17Z 2020-10-28T12:18:17Z 2020 2020-10-28
dc.description.abstract The South African school curriculum recognises the vital importance of life skills acquisition through the learning area, Life Orientation (referred to in the primary school as Life Skills). The Curriculum Assessment Policy Statement (CAPS) Life Skills (Creative Arts) for the Intermediate Phase promotes drama-based instruction in life skills learning. The curriculum links to Forum Theatre techniques which are aimed at the learner’s holistic development through, among others, social game playing, improvised role-play and devising and performing a problem play which includes audience participation mediated by a ‘Joker,’ a facilitator role usually filled by an experienced and trained teacher. Children learn about the self, their peers and society through reality-based exploration and the conflicts that arise due to socialisation and power-based problems. Cognitive behavioural, existential and experiential learning theories and the theatrical theory and practice of Augusto Boal, who invented Forum Theatre as part of the Theatre of the Oppressed, formed the framework for this performative case study inquiry conducted in a South African primary school. A researcher-designed Forum Theatre intervention was implemented by the Grade 6 (Creative Arts) teacher with four Grade 6 classes over eight weeks in Life Skills (Creative Arts) classes, culminating in Forum Theatre performances by the four classes, respectively. Data were gathered through classroom observation in which the researcher assumed the role of observer-participant, conducted individual and focus group interviews with Grade 6 teachers, did interviews with Grade 6 learners, took video recordings of learners’ classroom activities, recorded the Forum Theatre performances, and collected the learners’ written reflections. The findings indicated: the process adjustments required to facilitate Forum Theatre activities in a primary school setting; effectiveness of experiential learning of life skills through game-playing and discovery; performative pedagogy fostered life skill acquisition; performative pedagogy harnessed nonverbal, embodied learning to build social insight; and describes the teacher experience in implementing a Forum Theatre intervention. Recommendations for practice include teacher training for experiential, explorative, and performance-based teaching in line with the CAPS document, which provides for a range of performative teaching and learning activities to promote effective life skills acquisition in primary school learners. en
dc.format.extent 1 online resource (396 leaves) : illustrations en
dc.language.iso en en
dc.subject Augusto Boal en
dc.subject Forum theatre en
dc.subject Performative pedagogy en
dc.subject Performative inquiry en
dc.subject Experiential learning en
dc.subject Primary school learners en
dc.subject Life orientation en
dc.subject Life skills en
dc.subject.ddc 372.370968
dc.subject.lcsh Life skills -- Study and teaching (Elementary) -- South Africa -- Case studies en
dc.subject.lcsh Social skills -- Study and teaching (Elementary) -- South Africa -- Case studies en
dc.subject.lcsh Drama in education -- South Africa -- Case studies en
dc.subject.lcsh Education, Elementary -- Activity programs -- South Africa -- Case studies en
dc.subject.lcsh Team learning approach in education -- South Africa -- Case studies en
dc.title Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa en
dc.type Thesis en
dc.description.department Educational Studies en Ph. D. (Education)

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