| This action research venture investigated the influence of drama-based lessons (Story Drama, Mantle of the Expert, and the Zone of Proximal Development) on kindergarten-aged students' motivation to write. This research used qualitative methods to examine, inform and carry out each lesson. I conducted a research study for 12 weeks aiming to answer these research questions: (a) How does participating in dramatic lessons support student engagement in writing? (b) How do students view themselves as writers and how do they feel about writing after participating in dramatic lessons? (c) How does scaffolding lesson content encourage student connections in dramatic retellings of stories and in subsequent writing activities? Moreover, I gathered qualitative data through observations, videos, interviews, and student writing samples. Results show that drama can offer students many of the skills necessary for learning both inside and outside of the curriculum. Furthermore, these approaches to learning have helped the kindergarten-aged children interpret, comprehend, and convey meaning through drama and writing activities. For many of the participating students, drama supported the development of abstract thought and personal connections, as well as deduction and inferential skills. During the drama activities, students were highly engaged, often demonstrating a deep understanding of stories through their actions and improvisations. The enthusiasm that followed as a result of the drama activities often transferred to students' drawings and written work. |
