Drama as art, pedagogy and practice: A practice-based framework for primary teachers
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Published Version
Date
2025-12-31
Authors
McEntee, Laura
Journal Title
Journal ISSN
Volume Title
Publisher
Department of German, University College Cork
Published Version
Abstract
This paper introduces a practice-based drama framework developed in response to the evolving educational landscape in Ireland. Recent curricular reforms, including the redeveloped Primary Arts Curriculum (NCCA, 2025), have repositioned drama as a distinct art form while continuing to value its capacity for integration across learning areas. Drawing on the findings of Teachers Talking Drama (McEntee & Finneran, 2025) and grounded in qualitative research with primary teachers, the proposed framework addresses long-standing challenges around teacher confidence, clarity, and enactment. It offers a flexible, accessible model built on three interdependent pillars: drama as collaborative process, drama as a transdisciplinary tool, and drama as artistic practice. In doing so, it responds to teachers’ desire for concrete strategies that are context-responsive and aligned with curriculum aims. The framework aims to reposition drama not as a marginal or enrichment activity, but as a foundational methodology that supports expressive, critical, and inclusive learning across the primary school.
Description
Keywords
Drama education , Transdisciplinary education , Arts integration , Drama as an art form , Creative methodologies
Citation
McEntee, L. (2025) 'Drama as art, pedagogy and practice: A practice-based framework for primary teachers', Scenario: A Journal for Performative Teaching, Learning, Research, 19(2), pp. 2-21. https://doi.org/10.33178/scenario.19.2.1