“All of us getting up and understanding together”
Performance, Embodiment and Drama-Based Pedagogies in the Language Arts Classroom
Bibliographic Data
| ID | 21829869 |
|---|---|
| Authors | Harrison Campbell (St. Mary's University, corresponding author) |
| Year | 2026 |
| Volume | 18 |
| Issue | 1 |
| Pages | 52-69 |
| Publication date | 2026-06-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Jeunesse Young People Texts Cultures (JOURNAL) |
| Journal identifiers | ISSN: 1920-2601 • E-ISSN: 1920-261X |
| Publisher | University of Toronto Press Inc. (UTPress) (PUBLISHER) |
| DOI | 10.3138/jeunesse-2025-0015 |
| OpenAlex | W7167819791 |
| Language | EN |
| References cited | 35 |
This article, based on a classroom case study in Western Canada, explores the use of drama-based pedagogies in secondary English language arts. Within the research, students undertook a series of structured drama activities related to their study of Othello . These activities included creating masks, writing artist statements, participating in runway walks, and developing and performing scripts. Findings suggest that drama’s opportunities for collective meaning-making, emotional connection, and playful and embodied learning led students to engage more fully with the text and with each other than they had in previous studies of Shakespeare. The author argues that gradual and sustained integration of drama-based pedagogy into language arts classrooms can enhance students’ multimodal meaning-making and increase their engagement with and comprehension of challenging texts
Comprehension · Drama · Embodied cognition · English language · Language arts · Multimodality · Teaching method · The arts · Creative Drama in Education · Literacy, Media, and Education · Theatre and Performance Studies
| Highly cited | No |
|---|