Integrating Drama into the Study of Cultural Artifacts: A Framework for Upper Elementary Education

 The traditional classroom often needs help to appreciate cultural artifacts' richness fully. However, by incorporating visual arts, music, and drama, we can create a dynamic and engaging environment that allows students to explore these treasures. This method fosters a deeper understanding of diverse cultures, promotes empathy, and enhances critical thinking skills (Bales, 2019).


Topic: Cultural Artifacts

Grade: Upper Elementary

Essential Questions:
• How can dramatic performance be used to embody and interpret cultural artifacts?
• How might technology be utilized to research and present cultural artifacts through drama?
• How can selecting culturally diverse literature and artifacts inspire original dramatic works that promote empathy and cultural understanding?

Disciplinary Literacy
• Visual Literacy: The traditional classroom often finds it challenging to fully appreciate cultural artifacts' richness. However, by incorporating visual arts, music, and drama, we can create a dynamic and engaging environment that allows students to explore these treasures. This method not only fosters a deeper understanding of diverse cultures but also promotes empathy and enhances critical thinking skills (Bales, 2019).

• Example activity: Create a tableau vivant depicting a significant moment from a historical event or myth.
• Textual Literacy: Students will examine scripts, poems, and stories related to cultural artifacts to develop character backstories, motivations, and dialogue.
• Example activity: Adapt a traditional folktale into a short play, incorporating cultural dance and music elements.
• Music Literacy: Students will explore the role of music in different cultures, using it to enhance the emotional impact of their performances.
• Example activity: Compose original songs or soundtracks to accompany their dramatic presentations.
• Digital Literacy: Students will utilize technology to research cultural artifacts, collaborate with peers, and create multimedia presentations.
• Example activity: Design virtual museum exhibits featuring interactive elements and virtual reality experiences.

Multiple Communication Forms
• Physical Performance: Students will use their bodies to express emotions, tell stories, and embody characters through acting, dance, and mime.
• Oral Communication: Students will develop clear and expressive voices to deliver dialogue, narration, and song.
• Visual Communication: Students will create costumes, props, and set designs that reflect the cultural context of the artifacts they are studying.
• Digital Communication: Students will use video editing software to record and edit their performances, sharing them with a wider audience.

Deepening Understanding Through Theme-Based Learning
By concentrating on a specific theme related to cultural artifacts, students can engage in a more in-depth and meaningful exploration of the topic. For instance, a theme such as "migration and identity" could inspire students to create dramatic performances that reflect the experiences of immigrants and refugees (Penna-Baskinger, 2018).

Problematic Activity-Based Learning
It's important to avoid superficial activities that do not promote critical thinking or deep understanding. Instead, focus on activities that challenge students to think creatively, analyze complex ideas, and connect their learning to real-world issues.

By integrating drama into the study of cultural artifacts, we can offer students a unique and engaging learning experience that fosters creativity, empathy, and cultural understanding.

References:
Bales, K. (2019, July 03). How to utilize multiple Literacies to maximize learning. ThoughtCo. https://www.thoughtco.com/multiple-literacies-types-classroom-strategies-4177323

Penna-Baskinger, Robin, "Theme-Based Lessons: Teacher Perceptions of a Theme-Based Approach and Its Influence on Student Engagement in Grades 3-8" (2018). Seton Hall University Dissertations and Theses (ETDs). 2608. https://scholarship.shu.edu/dissertations/2608

Richards, J. C., & McKenna, M. C. (2003). Integrating multiple literacies in k-8 classrooms: cases, commentaries, and practical applications. Retrieved from eBook Central (accessed through LIRN).

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