In Iceland, drama is a subject in the national curriculum. Within a socio-cultural framework of understanding, an ethnographic study of the culture and the context for the implementation of drama was carried out and summed up as a cultural portrait of the drama teaching practices in two compulsory schools in Iceland. The teaching practices of the drama teachers are described and interpreted from four perspectives, representing different curricular levels according to John Goodlad. The theory of practice architectures by Stephen Kemmis and Peter Grootenboer is used to interpret the findings. The study calls for changes in opportunities for the professional development of drama teachers. Further, it calls for a reconceptualization of how a drama teacher’s learning trajectory could be designed in order to support the drama teacher and his or her resilience and motivation to transform the teaching for the benefit of the learning of the students.
Rannveig Björk Thorkelsdóttir:
Assistant lecturer, in drama and theatre at the University of Iceland, School of Education. She is an experienced drama teacher educator. She has been involved in curriculum development in creativity and introducing drama in compulsory schools and higher education. She is in her research and practice focused on drama and artistic approaches to teaching and learning. Rannveig has published several books and articles on teaching and learning in drama. She is a professional actress and she has written and directed plays for children.
