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Creativity: Education and Rehabilitation

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Front. Psychol. | doi: 10.3389/fpsyg.2018.02611

Fostering Children and Adolescents’ Creative Thinking in Education. Theoretical Model of Drama Pedagogy Training.

 Macarena-Paz CELUME1, 2*, Maud Besançon3 and  Franck Zenasni1
  • 1Université Sorbonne Paris Cité, Laboratoire Adaptations Travail-Individu, France
  • 2Centre de Recherches Interdisciplinaires (CRI), France
  • 3University of Rennes 2 – Upper Brittany, France

Drama Pedagogy Training (DPT), as other drama-based pedagogies, has been related to several
outcomes, including creativity enhancement. This enhancement is commonly proven through the
measurement of different creative processes. In our review we systematize characteristics,
activities and techniques of DPT that are assumed to be related to creativity in order to have a
more comprehensive framework to identify the specific DPT elements that are involved in the
enhancement of some of the creative processes of children and adolescents. To this end, we
identified five creative processes in experimental studies using DPT: divergent thinking, fantasy
and imagination, associative thinking, symbolization, and problem solving.These processes were
cross referenced with DPT characteristics, activities, and techniques that were argued to be
related to creativity enhancement. Our review will propose a model with two main categories and
6 elements as follows: 1. technical drama phases which emphasizes the role of narrative and
embodiment through a) corporal and vocal training and b) main drama techniques (e.g.
storytelling and improvisation & role-play), and 2. psycho-pedagogical framework which
emphasizes the role of a dialogic space through c) playfulness and a d) collaborative, safe space.
We also identified e) feedback as an important element of DPT which belongs to both drama
technical phases and psycho-pedagogical framework categories. Along with the model, we
explain the creative outcomes associated to each of these elements as a means to attire the
attention to drama-based pedagogies for the development of creativity in the educational setting.
Keywords: creative processes, drama pedagogy, creativity, drama, education

Keywords: Drama pedagogy, Drama, Education, Children, creativity

Received: 12 Jul 2018; Accepted: 05 Dec 2018.

Edited by:

Massimiliano Palmiero, University of L'Aquila, Italy

Reviewed by:

Boris Forthmann, Universität Münster, Germany
Bipin Indurkhya, Jagiellonian University, Poland  

Copyright: © 2018 CELUME, Besançon and Zenasni. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: Ms. Macarena-Paz CELUME, Laboratoire Adaptations Travail-Individu, Université Sorbonne Paris Cité, Boulogne-Billancourt, France, mp.celume@cri-paris.org