SHLE3652 Drama in Education

Today's class zoomed in on the core task: aligning the elements in the syllabus with applied drama to consolidate the teaching and learning process. It's all about bridging the gap between theory and practice, ensuring that the rich tapestry of drama smoothly integrates into the structured framework of Malaysian English language education. We used A Cool Like Me story as the teaching material, and we were given ample time to plan out the lesson and then demonstrate how the lesson would take place in a real classroom setting.

Observing how other groups attempted to align their activities with the syllabus, I noticed that sometimes the techniques became incompatible due to constraints in the implementation process. There seemed to be challenges such as time constraints, relevance to students' proficiency levels, and unclear instructions. This highlighted the fact that while certain methods may appear effective in theory, practical execution can present unexpected hurdles.

Take, for instance, the "role on the wall" technique. The teacher instructed students to draw a line of human figures and fill in information during a given time. However, when it came time to present, some students were still engrossed in drawing and not fully focused on the presentation. This unexpected outcome serves as a reminder that the practical execution of a technique may not always align with our initial expectations. This experience emphasizes the importance of not only planning activities theoretically but also considering their practical implications. It prompts us, as future educators, to be mindful of potential challenges and to adapt our strategies accordingly.

Reflecting on my 14-week journey through the drama class, it seems like there was an unseen roadmap guiding me to the top. It might sound a bit delusional, but bear with me. In the beginning, I was introduced to the nitty-gritty of acting—things like body movements, voice projection, breathing control, and stepping into character. It was the foundational phase that laid the groundwork for what was to come. 

As I moved into the middle of the course, drama techniques took centre stage. There were so many of them, each offering a taste of the possibilities within the world of drama. I felt like I was experiencing something unique, wearing multiple shoes at the same time, particularly the process drama aspect. It's not a road many treads, especially the people outside the realms of English education or literature and creative arts studies in Malaysia. I'll admit, even the term was foreign to me when I first heard it.

Then came the gradual shift towards the application of drama in language classrooms, harmonizing with the Malaysian English syllabus. As a future English teacher, it is important for me to know how to apply drama in the lessons appropriately so I can enhance the environment of the lessons and the learning outcomes of my students. It's not just about turning the lessons to be more fun, but also the teacher's responsibility to have a solid rationale behind everything taught and incorporated into the lessons. This ensures that the infusion of drama is purposeful, contributing not only to the enjoyment of the lessons but also to the overall educational growth of the students.

The syllabus, encompassing listening, speaking, reading, and writing, has its own set of objectives, focuses, student performance levels, content standards, and learning standards—a comprehensive guide that teachers need to fully comprehend. Everything the teacher plans must go hand in hand with the elements of the syllabus.