Større enn meg selv - livslæring i dramarommet med overføringsverdi til andre klasserom

Abstract

A qualitative study on the drama and theatre program in Norwegian upper secondary education revealed that learning processes in the drama space contributed to arts educational as well as deeply personal learning outcomes. Active relational action and communication is at the core of the experiential and arts-based learning processes in drama and theatre education. This corroborates with a performative understanding of knowledge creation as process. In this chapter we introduce the term “life learning” (livslæring in Norwegian) which emerged from our data as an alternative to the concept of “life skills”. We identify three sub-categories pointing to the arts-based and aesthetic learning processes in the drama space as performative and emergent. These are: (1) freedom and exemption – play, nonsense and joy, (2) the serious play of life – the creative as-if reality and (3) the key on the table – the relational space. Based on the outcomes we discuss how the work in the drama space can be transposed to other classrooms.