Creative Shakespeare : exploring a creative pedagogy for teaching The Merchant of Venice at Grove End Secondary school within their English home language learning area.
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Date
2013
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Abstract
This dissertation is an investigation of a creative pedagogical approach
formulated to teach the Shakespearean play in a KwaZulu-Natal public high
school, namely Grove End Secondary in Phoenix, Durban. The study
explores how my formulated creative pedagogy for teaching The Merchant
of Venice (1980) functions as an alternate creative teaching methodology to
the current pedagogical approach, namely the text-based approach, which
appears not to acknowledge the performative element inherent within
Shakespearean plays. This study argues that through creative learning processes such as drama in education, creative drama, experiential learning, group dynamics and playmaking, learners can engage the performative aspect within the plays.
The study also argues that creative learning processes can diminish the
apprehension with which learners currently approach Shakespearean play
study, since creative processes stimulate the learners’ imaginative ideas, as
opposed to the educator-centered text-based approach, which requires little or no input from the learners during the learning process.
Through the implementation of the creative pedagogy with eighteen learners from Grove End Secondary, the research aimed firstly, to evoke a
positive attitude change from learners towards Shakespearean play study
and secondly, to guide the learners towards a better understanding of the
Shakespearean play narrative and Shakespearean language.
The research was conducted through classroom action research. Research
methods included data collection of journals, surveys, and questionnaires
that were analysed throughout the course of the case study. Outcomes of
the continuous data analysis reflected upon during the case study resulted in the adaptation of the creative pedagogy to suit the learners’ needs.
The qualitative nature of this research led to findings which reveal that the
creative pedagogy is an effective methodology for teaching Shakespearean
plays, but is problematic when trying to integrate the educational aims of
the creative pedagogy, with the constraints and structures of the current
curriculum and public school system. The research also produces data
which can benefit future inquiry into the creative teaching of Shakespearean plays in KwaZulu-Natal public high schools.
Description
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2013.
Keywords
Shakespeare, William, 1564-1616--Study and teaching., Shakespeare, William, 1564-1616--South Africa., Theses--Drama and performance studies.