| In this case study I explore drama education for young children in an early childhood program at a private school. Drama specialists, as their title indicates, have specialized knowledge and experience in the field of drama that classroom teachers typically do not possess. Because drama specialists and classroom teachers have different knowledge-base and specialties, they can expand and complement their specialties through collaboration. This research addresses two primary topics: (a) the nature of the operational drama curriculum taught by a drama specialist and (b) the nature of collaboration among the drama specialist and two classroom teachers for the drama curriculum. Data sources include observations of 9-week drama program for one kindergarten and two first grade children and interviews with the three teachers directly involved as well as with other school staff.;In contrast to the classroom teachers' drama instruction, the drama specialist has emphasized exploration, representation, and expressivity within a well-defined structure of the lesson. Unlike academic subjects, drama highlighted student's expression and communication of ideas and feelings using their bodies. Students' learning about drama and learning through drama occurred through the specialist's instruction of drama vocabulary and structure/elements of dramatic stories well combined with drama practice.;Although collaboration between teachers was highlighted in the official school core belief, its practice was minimal. This was attributed to insufficient communication about each one's teaching values and shared goals, and undefined responsibilities for the program between the teachers. The drama specialist's perception as an outsider of the early childhood field also did not bring her to have a strong leadership in her drama sessions. I conclude this dissertation by discussing what can contribute to a successful collaboration, including having a systematic structure for collaboration, a co-constructed curriculum, and staff development. |
