Dramatiese spel in senior primere onderrig

Abstract

Die fundering van dramatiese spel soos dit in onderrig manifesteer, kan gevind word in die feit dat "homo sapiens'' ook "homo ludens" (spelende mens) is. Spel word tradisioneel met erns en arbeid gepolariseer. Talle denkers, onder andere ook Goethe, is dit egter eens dat daar in die wese van werk ook spel is. Dramatiese spel op senior primere vlak dui op 'n soort spel waar daar distansie tussen die spelende en die spel is. Hierdie spelvorm vind noue aansluiting by die grondvorm spel soos dit in die didaktiek voorkom. Dit funksioneer veral met betrekking tot kreatiwiteit, taalonderrig en ook kognitiewe leerprosesse. Dramatiese spel het heelwat verband met kinderteater. Die styl van veral kontemporere kinderteater kan in onderrig implementeer word. Bestaande onderrigmetodes kan aangevul en verlewendig word deur middel van verskillende vorme van dramatiese spel. Die benadering tot onderrig het grense, maar veral ook baie moontlikhede.

Dramatic play, as it is manifested in teaching, is founded on the fact that "homo sapiens" is also "homo ludens" (playing man). Traditionally, play is polarized with work. Goethe and other philosophers are, however, unanimous in their agreement that there is an amount of play in the essence of work. Dramatic play on senior primary level is characterized by a distance between the player and the play. This type of play is closely connected with the ground form play as it is manifested in didactics. It functions especially with regard to creativity, language teaching and cognitive learning processes. Dramatic play has many of the characteristics of children's theatre. It is especially the style of contemporary children's theatre which can be implemented in teaching. Existing methods of teaching can be complemented and be made more dynamic by means of various forms of dramatic play. This approach to teaching has its limitations, but it also has many possibilities.