Title of Essay Arts and Drama theories with learning principles assessment answers

Subject Name : Management

Introduction

Learning is the process which continuously shapes the life of living organisms. We all go under the process of learning throughout our life. In contrast to the general perspective, learning is much deeper than memorizing and information recall. Deep and long-lasting learning involves understanding, relating ideas, and making the connection between prior and new knowledge. Learning also involves critical thinking and the ability to transfer knowledge to new and different contexts. Quality teaching frameworks and inspired learning are tools implemented for learning (LeCun, Bengio, & Hinton, 2015). Teaching is a diverse process, and the learning process depends on one’s own experiences and understanding.

Learning something means acquiring new knowledge or changing existing ideas and behaviors. In the process of learning diversity, equity, and inclusion continue to be an area of importance in higher education due to social diversity. Over the past years, discussions about diversity, equity, and inclusion have focused on students’ experience of learning. This is due to the dissimilarity in the social identities of students in classrooms. However, developing a new pedagogical practice is not an overnight process and requires self-examination by faculties to establish a relationship between their and their students’ identity (Naples, 2016).

In addition, a student-centered approach boosts the student experience and deeply enriches the learning process. Quality Teaching Framework and Great Teaching Inspired Learning are two philosophies to implement learning programs effectively (Ferguson & Danielson, 2015). The Quality Teaching Framework forms a base that enables a smooth transition between schooling and industry (Mansfield, Beltman, Broadley, & Weatherby-Fell, 2016). It also provides ways to understand, develop, and communicate ideas and information.

There are three theories of learning examined under the Quality Teaching Framework:

Behaviorism
Cognitivism
Constructivism

Behaviorism, Cognitivism, and Constructivism

The work of B. F. Skinner gave the concept of behaviorism. It believes that knowledge exists independent of people. According to this, new behavior or change in behavior is acquired through stimuli and response (Lee, 2016). Cognitivism opposes behaviorism and states that learning occurs through the processing of information internally (Illeris, 2018). Constructivism believes that every individual creates their own knowledge of the world based on their experiences.

The Quality Teaching Framework analyzes all three theories and states they all have applications. Behaviorism applies in repetitive work, drills, and establishing rules but does not prepare learners for creative thinking and problem-solving. Cognitivism is used for classifying information, linking concepts, providing structures, problem-solving, and facilitating discussions (Tanes, 2016). Constructivism helps learners engage in case studies, research projects, problem-based learning, group work, and simulations.

These three theories are specific in their teaching methods and are applicable from drama to secondary education, including the NESA Drama Year 7-10 Syllabus. Behaviorism is reflected in 200-hour drama programs, teaching students to recognize, create, and develop elements of drama. Self-assessment reflects cognitivism theory, while students constructing their own knowledge illustrates constructivism.

Great Teaching Inspired Learning

Proper teacher training improves the quality of education. The government introduced the Great Teaching Inspired Learning plan, outlining 16 reforms and 47 actions throughout the teacher career cycle, including:

Initial training of teachers
Entry into the teaching profession
Developing and maintaining professional practices
Recognizing and sharing outstanding practices

Implemented over five years by the New South Wales Government, this program differs from Christian philosophy education. Christian schools provide a Christ-centered environment, guiding student interaction and curriculum differently than public schools. Christian values taught at home and reinforced in schools help children navigate the world successfully (Strnadov, O’Neill, & Cumming, 2017).

The five-year program aims to improve teaching standards, accreditation requirements, and professional development funding. This initiative strengthens teaching quality and school leadership.

Diversity in Learning

Diversity in schools is increasing (Grschl & Bendl, 2016). Teachers should ask students what they need to freely express themselves, adjusting norms as needed. Creating a safe space for engagement is key. Teachers must understand students’ backgrounds, identities, and experiences.

To avoid microaggressions, teachers should learn about the cultures and identity groups in their classes. Awareness of race, gender, religion, age, and sexuality impacts how teachers influence students. Aristotle stated, “Education is an ornament in prosperity and a refuge in adversity.” Jos Antonio Bowen emphasized that teaching requires recognizing changes in faculty-student interaction (Bowen, 2012). Integration is possible despite diversity.

Arts and Drama Learning Principles

Arts and drama learning is directly linked to constructivism. Constructivism emphasizes thinking, analyzing, understanding, applying real-life situations, and expressing them on stage. Constructivist classrooms are learner-centered and often collaborative.

Teaching Arts and Drama to Gifted, Talented, and ADHD Students

Gifted and Talented Students:

Practical sign language should be used.
Private lessons, mentorship, community engagement, and interest-driven extracurricular activities are recommended.

ADHD Students:

Require special attention to maintain focus.
Teachers should minimize learning barriers with accommodations like separate drama lectures and initial lead roles.
Movement should be allowed to help refocus.
Immediate feedback and positive reinforcement are effective.
Strong interpersonal relationships should be established, such as greeting students by name.

Key Areas in the Creative Process

Learning in arts and drama follows six steps:

Free exploration with materials, concepts, or ideas
Stimulation from external sources
Specific skills and techniques
A conducive work environment or context
Reflection on the process
Presentation

Reflection in action helps teachers and artists develop pedagogical perspectives (Shreeve, Sims, & Trowler, 2010).

Key Elements in Applying Learning Theories in Arts and Drama

Skills and Techniques: Develop student skills to practice, express concepts, and respond emotionally (Tarr, 1996).
Free Exploration: Investigation and exploration involve both teachers and students.
Stimulation: Activities require external stimulation for engagement and emotional expression.
Context or Environment: Includes physical and social classroom context.
Reflection and Evaluation: Essential for understanding arts pedagogy and professional development (Tillander, 2011).
Presentation: Shows deviations between educational and arts contexts and provides feedback for both students and teachers (Boudreault, 2010).

Engagement meets two requirements: concept development and effective skill acquisition in the specific art form.

Conclusion

Pedagogy and diversity impact learning methods. Concepts like the Quality Teaching Framework and Great Teaching Inspired Learning programs are essential in modern education. Diversity is an integral part of classrooms and will continue to increase. The Drama Year 7-10 Syllabus applies all three learning theories effectively, preparing students for the real world.

References

Boudreault, C. (2010). The benefits of using drama in the ESL/EFL classroom. The Internet TESL Journal, 16(1), 1-5.
Bowen, J. A. (2012). Teaching naked: How moving technology out of your college classroom will improve student learning. New Jersey: John Wiley & Sons.
Ferguson, R. F., & Danielson, C. (2015). How framework for teaching and tripod 7Cs evidence distinguish key components of effective teaching. In Designing teacher evaluation systems (pp. 98-143).
Grschl, S., & Bendl, R. (2016). Rethinking Religious Diversity Management in Schools: Experience From Tanzania. In Managing Religious Diversity in the Workplace (pp. 179-198). London: Routledge.
Illeris, K. (Ed.). (2018). Contemporary theories of learning: Learning theorists... in their own words. London: Routledge.
LeCun, Y., Bengio, Y., & Hinton, G. (2015). Deep learning. Nature, 521(7553), 436.
Lee, V. L. (2016). Beyond behaviorism. London: Routledge.
Mansfield, C. F., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidence-informed framework. Teaching and Teacher Education, 54, 77-87.
Naples, N. A. (2016). Pedagogical practice and teaching intersectionality. In Intersectional Pedagogy (pp. 124-142). London: Routledge.
Olson, M. H. (2015). Introduction to theories of learning. London: Routledge.
Shreeve, A., Sims, E., & Trowler, P. (2010). A kind of exchange: Learning from art and design teaching. Higher Education Research & Development, 29(2), 125-138.
Strnadov, I., O’Neill, S. C., & Cumming, T. M. (2017). A snapshot of education behind the fence: Supporting engagement in education of incarcerated youth in Australia. International Journal of Educational Research, 85, 33-42.
Tanes, Z. (2016). Three perspectives on video game learning: Behaviorism, Cognitivism, and Constructivism. In Emerging Research and Trends in Gamification (pp. 167-195). IGI Global.
Tarr, J. (1996). Arts Education: A process approach to the development of pedagogy. Journal of In-Service Education, 22(3), 293-308.
Tillander, M. (2011). Creativity, technology, art, and pedagogical practices. Art Education, 64(1), 40-46.