Reflection Question: What are the factors you think a school should consider before offering drama as an O-level subject? Are these considerations aligned with your beliefs about education and specifically the value of drama in education?
Before a school consider offering drama as an O'level subject, I think the school must think about the abilities of the students. Especially in the areas of English language or other forms of languages and the arts subjects (such as Geography, History, Music, Home economics), the school could make out the abilities of their students. For example, students' form of expression and reflective thoughts in their english essays or even the way they bake and decorate cakes. If however, the students just bake for the sake of baking or for the sake of just getting a grade, teachers can tell the creativity level and level of interests in their students. What for providing drama to uninterested students? It would only create chaos in the room because drama needs a big space and big space usually allows students to create chaotic and disruptive activities. We should not force or make an attempt to provide drama. Doing things without researching first is a dangerous thing to do.
Another factor is to consider the level of their language use and critical thinking skills, which is greatly dependent on the cultures and traditions of their families, how they were brought up and raised. As we can see in the O'level paper, the standard use of language is relatively high. Some students may not fully understand what the question requires and will therefore have difficulties answering the questions. Answering these questions also require higher level thinking skills because it is an open question, not a straightforward one. It requires deep reflection and thinking skills to answer questions. Developing a critical mind is hugely dependent on the culture of their family. Different cultures and traditions shape the way children think and perceive life. If a family is restricted and conformed to rules, refusing to allow change or flexibility, the child lives in a very closed mindset. The values that parents teach affect them and shape them. For example, the father's dominating control over the family teaches the child that males are the powerful family icon, which also implies much the same in society. On the other hand, if the child is allowed to freely express his or her thoughts during family dinners, the child will grow their critical thinking and expressive skills, because freedom allows all and any form of shapes on a painting whereas restriction forces the shapes to adhere to the space on a painting. But not all restricted families produce narrow-minded thinkers. Some smart children defy the laws of the household, and it maybe chaotic or success in developing the child.
We also have to consider the pro-activeness in the area of Arts education in schools. Doing drama in schools, let alone O'level drama, already requires to consider the support and resources of the school. How much the school is willing to fund and provide resources, how much the school is interested in introducing drama into curriculum and the goals of the school all play a part in contributing to good drama education. The goals or aims set by the school is important because it is where the school wants to head to. For example, in my practicum school, they actually aimed to develop the students aesthetically and provide holistic education for the students, so it is applicable to try to introduce drama because it has the potential to develop students holistically. It is also important to garner support from senior teachers and mentors because they will provide useful suggestions and help in you introducing drama education. Even support from parents can prove helpful because once they realize what drama can do for their children and the passion for drama in their children, they may seek appeal towards the principal for approval for letting them take O'level drama in school.
Inexperienced teachers may be a problem to introducing drama into curriculum because they are amateurs with no background on setting up something new. They have to set long, mid, and short term planning. Drama is not an easy subject to teach because we may teach but lack content or some elements and we do not know. Teaching drama can still be a learning process for teachers to learn how to teach. As discussed in class, we have come up with a solution to invite external vendors to come and give lessons so that both teacher and students learn. Once new material is learnt, the teacher can then change her teaching style and adapt to the new one. The teaching methods of the external vendor are merely guidelines and examples that a teacher can learn to adopt.
All in all, I feel that if the school wants to provide O'level drama, they should introduce drama into curriculum for the lower secondary as a 'trial run'. If it is deem success, they may then try to bring in O'level drama.
'Values are the foundation of a person’s character.' - quoted from MOE website.
Indeed, values instill characteristics in and develops a person. Without values of life, a person would just deteriorate. So far, MOE has been striving towards holistic education, coming up with the four desired outcomes. All of these outcomes could be achieved the Arts, especially drama. 'The curriculum... allows students to build on their existing and prior experiences and knowledge of drama towards the experience and knowledge that they will either need for further study or for a terminal point in their school-based drama experience.' (Neelands, 1998, Pg 309)
Drama is able to create creative thinkers, therefore contributing greatly towards the Singapore society. Eisner (2004) stated that, 'Addressing questions related to aesthetic theory is believed to help students become a part of a deep and enduring philosophical conversation.' (Pg 27) When students are engaged in an intense conversation, they use their deep thinking skills to evaluate, analyze, explain, justify upon issues. Not only that, they provide logical reasoning and imaginative skills to make the issues better. They are constantly asking and challenging themselves through a series of why, what, when, where and how. This also helps develop creative problem solving skills in them, where they use their creativity and reasoning to help make situations better.
The arts also help students to appreciate different cultures and people in Singapore, and prevent them from stereotyping and developing racism. Through understanding the different cultural practices in Singapore, they are able to notice the values of the cultures and appreciate them. They begin to interact and participate in those societies, so that Singapore can enjoy racial harmony and assimilation. Hornbrook (1998) has added that 'We learned through the stories we and others tell; in a dramatised culture these stories will themselves take the form of dramatisations, so that we are presented with a series of interlocking dramatic narratives which are the substance of our social lives, and in which we are both participant and spectator.' (Pg 138) Dramatic art celebrates harmony in diversity
Drama can also develop students into confident people. Drama, unlike the boring academic subjects, is a subject of movement and reflection. When we are engaged with our limbs, we feel and sense, becoming more conscious and aware of every part of our body. And through enough practice and getting use to, we become more 'trained' and confident of ourselves. How well we know and use our body comes from experience. Sadly, our movements over the years become lesser, remembering our active childhood days. Through drama, spontaneity drives the students to become active and therefore confident individuals.
Overall, Drama can provide and instill many values in students and help shape their lives into a more meaningful one.
References
Neelands, J. (1998) Beginning Drama. David Fulton: London.
Eisner, E. (2004). The Arts and the Creation of Mind. New Haven & London: Yale University Press.
Hornbrook, D. (1998) Education and Dramatic, 2nd Ed. Routledge: London.
MOE. A Whole-School Approach To Values Education. http://www3.moe.edu.sg/corporate/contactonline/2006/issue04/sub_professionalMatters_art02.htm . Retrieved by 5 Feb 2012.
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