Abstract:
Aspects of relational pedagogy were examined in a Year 13 Drama classroom in a large state
secondary school over a week of lessons. The teacher and six students who volunteered to
take part in the research were observed then interviewed about the nature of relationships in
the classroom that week, and in general. The teacher and students in the class related to each
other in a positive and constructive manner as they worked together on developing a piece of
drama. The students reflected on the importance of their relationship with their teacher and
their peers as part of their learning. These findings suggest the nature of how Drama is taught
promotes the development of relationships in a classroom. This development impacts
positively on their understanding of themselves and others, and their learning in and of
Drama.
