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ERIC Number: EJ1367789
Record Type: Journal
Publication Date: 2022
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1174-2208
EISSN: EISSN-2382-0349
"It Makes You Feel a Little Bit Freer": Committing to Creativity: A Hermeneutic Phenomenological Study of a Primary Teacher's Use of Drama with Additional Language Learners
Beaumont, Natasha E.
Teachers and Curriculum, v22 n2 p35-47 2022
Creative pedagogies contribute significantly to children's cognitive, social and linguistic development. This article discusses the drama-based creative literacy practice of an early primary teacher in a high diversity school in Sydney, Australia. Literacy pedagogy blended with drama and role play was shown to aid oracy whilst also adding valuable semiotic support for language learners. Video recordings of this teacher's lessons formed the basis of a hermeneutic phenomenological study into the affordances of drama in additional language contexts. Findings revealed positive contributions to learner comprehension and engagement. They also indicated that the pressure of an over-crowded curriculum necessitates personal commitment to creative arts pedagogy on the part of the teacher. Despite policy rhetoric promoting creativity as a key capability, creativity itself is seen to be stymied in an educational context heavily prioritising standardisation and assessment. Without systemic support, it is left to motivated, individual teachers to prioritise creative learning experiences in schools.
Wilf Malcolm Institute of Educational Research. Faculty of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A