Relational Pedagogy in a New Zealand Secondary School Drama Classroom

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.