Abstract
The pedagogical model proposed in this chapter has been developed as a result of the analysis of a wide range of data, gathered over a series of educational drama lessons with pupils aged 10–12 years in three Scottish Primary schools. The data comprised: interviews; observers’ commentaries; pupils’ evaluations; teachers’ reflective journal entries and video recordings of the lessons. Close analysis of the data uncovered an overarching theme: that the nature of the relationships between the participants in drama lessons, and between the participants and the learning contexts, afforded a climate in which learning (in its widest sense) can take place.
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McNaughton, MJ. (2011). Relationships in Educational Drama. In: Schonmann, S. (eds) Key Concepts in Theatre/Drama Education. SensePublishers. https://doi.org/10.1007/978-94-6091-332-7_20
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DOI: https://doi.org/10.1007/978-94-6091-332-7_20
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