Creative Drama in Non-Formal Education: The Power of Experiential Learning
- Tunç Karaçay
- Oct 11, 2024
- 6 min read
Updated: Jan 31
The information you gain is important. However, what is even more important is knowing what to do with that information.
We wanted to highlight this point, which we frequently emphasize in our trainings, as we begin our article. In this piece, we discuss the significance of methods in learning processes. We will examine the concepts of non-formal education and experiential learning, detailing the fun and crucial role that creative drama plays in these processes.
Let's start by reflecting on the concept of "learning." In the fields of education sciences and psychology, learning is often defined as "the acquisition of knowledge or skills through work, practice, or teaching." However, learning has a more dynamic and interactive nature. Jean Piaget defines learning as "the process through which an individual actively interacts with their environment to construct knowledge structures," emphasizing the dynamic and interactive nature of learning. This definition also highlights the importance of the individual's relationship with their environment in the learning process. Therefore, we can say that interactive methods play a significant role in educational processes during such a construction process. In our trainings, we particularly value methods that allow participants to effectively use and generate knowledge. So, what is the background of this fundamental approach? Let's explore it step by step together.
Non-Formal Education and Experiential Learning
Learning is an ongoing process, and this continuity in our lives is reflected here as well. In non-formal education, this process is related to the practicality of life. The relationship between the learner and the teacher is intertwined, with the focus being on the learner. In non-formal education, the aim is not merely to teach something directly but to ensure lasting learning by allowing participants to use their own learning styles. In this educational process, it is also important that participants are not only learners but also practitioners. The methods chosen for this purpose are based on the active participation and experiences of the participants.
At this point, it is important to emphasize the difference between non-formal education and formal education (traditional education). While formal education aims to transmit knowledge through structured curricula and classic classroom settings, non-formal education adopts more flexible, experiential, and participant-centered approaches. This difference contributes to individuals playing a more effective and sustainable role in their lifelong learning processes.
Building on this, it is important to address the insights of educational scientist and psychologist Prof. David Kolb regarding the concept of learning. According to David Kolb, learning is defined as “the process of creating knowledge through the transformation of experience.” The emphasis on “experience” here will help clarify the relationship between non-formal education and experiential learning. Experiential learning is a process in which individuals acquire knowledge and skills through direct experiences, analyze and interpret those experiences, and then create new experiences by applying this new knowledge.
We can explain this process through David Kolb's approach with a simple example of learning to ride a bicycle: When an individual first starts to ride a bicycle (the experience stage), they directly experience what it feels like to ride and the techniques for maintaining balance. Then (the observation stage), they reflect on their cycling experience, considering what worked and what needed more practice. Next (the conceptualization stage), they begin to conceptually understand the process of riding a bicycle, trying to grasp the physical principles of balance and the techniques for using the pedals. Finally (the application stage), they put this new knowledge and skills into practice, applying what they have learned while riding and continually improving themselves. Thus, learning to ride a bicycle transforms into a lifelong skill.
The Role and Importance of Creative Drama in This Process
The concepts and examples mentioned above form the foundation for an individual's learning to be relevant and enduring. However, we would like to demonstrate how this method can be applied to various topics beyond skills like riding a bicycle. For instance, we know that experiential learning can be integrated into our educational content, such as conflict resolution, principled negotiation, solution-focused communication, coexisting with different cultures, and coping with discrimination. Now, let’s explain how this is possible in a bit more detail.
In our training sessions, we place special importance on the creative drama method, alongside interactive techniques such as group work, role-playing, and simulations that engage participants in a productive manner. Creative drama, in particular, helps us gain experience in areas that might seem difficult to implement during the educational process. According to Ömer Adıgüzel's widely used definition, "Creative drama is the dramatization of a purpose or a thought, utilizing improvisation, role-playing, and other techniques, based on the experiences of a group and its members." As the definition suggests, creative drama encourages participants to express themselves through interaction with others based on their experiences, and in this process, individuals strive to understand themselves and their surrounding environment. Throughout this journey, participants gain numerous benefits. In this context, the general objectives of creative drama can be summarized as follows:
Developing creativity and imagination,
Enhancing self-awareness, self-fulfillment, and communication skills with others,
Fostering democratic attitudes and behaviors,
Cultivating critical and independent thinking skills,
Developing collaboration and teamwork abilities,
Creating social sensitivity,
Expressing and managing emotions in a healthy manner,
Improving verbal and non-verbal communication skills.
In non-formal education programs that tackle social issues, creative drama plays a crucial role in achieving the outlined objectives. The independent thinking, self-confidence, and decision-making skills fostered by the application of creative drama are essential building blocks for individuals who have developed philosophical thinking dimensions, ultimately contributing to healthier societies. Furthermore, creative drama is not a results-oriented practice; it is not concerned with whether one wins or loses. Therefore, the fear of making mistakes is minimized, and societal anxieties such as humiliation and exclusion are significantly reduced. This allows individuals to create without fear of difference or being different.
We can illustrate how we apply this method more concretely through an example from our social cohesion training. In a training session focused on coexisting with differences, we wanted to explore how it is possible to live harmoniously within a society without losing our individual characteristics through a creative drama activity. To this end, we conducted an activity called "Harmony through Photography." In this activity, one participant steps into the center of the room and creates a "photo" with their body. The other participants take turns adding their own "photos" to this original creation. After each participant adds their "photo," the composition changes, resulting in a new image. The participation continues until a group of at least five is formed. Afterward, we ask what the final photo evokes for each participant. The resulting image reflects the individual contributions of each participant and the group dynamics. The second photo becomes a part of the first, illustrating how each participant maintains their uniqueness while also contributing to the group's integrity.
The analysis of the activity begins with the question of how participants chose the photos they presented. These questions allow each participant to express their own experiences and perspectives, while also emphasizing the importance of existing together in a group. In this way, an analogy is established about how individuals can be effective within a community while preserving their freedoms. Accompanied by discussion questions, it becomes possible to address social cohesion alongside differences by discussing how we perceive these photos created by the participants with their own bodies, how these perceptions vary, what exists in the entirety of the image, and how even such a simple topic can lead to differences.
With the approaches and examples we have outlined, we aimed to demonstrate how a piece of knowledge can penetrate the participant's life. Each individual has a unique accumulation and perspective. The methods and examples discussed above accept this accumulation and perspective, encourage individuals to produce knowledge based on their own experiences, and ultimately contribute to the act of learning itself. Therefore, we place great importance on the non-formal education model and the experiential learning approach that form the basis of our training. Additionally, we continue to view creative drama as an enjoyable method that helps us gain experience in topics where practical application seems challenging, sometimes allowing us to live a kind of rehearsal of social life.
Thank you for reading our post! At Conflictus, we eagerly await your feedback and insights.
Tunç Karaçay
Conflictus Conflict Resolution Training and Consultancy
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Conflictus Website: https://www.conflictus.co/en
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Adıgüzel, A. (2017). Creative Drama in Education. Nobel Academic Publishing.
Beştepe, E.B., & Sağlam, Ç. T. (2018). Understanding Different Cultures and Working Together Through Creative Drama Methodology. Journal of Creative Drama, 13(1), 85-100.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Piaget, J. (1950). The Psychology of Intelligence. London: Routledge & Kegan Paul.
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