«Ikke stas å bli tvunget til å spille Tornerose hvis en absolutt ikke liker det» –en kvalitativ studie om hvordan personalet i barnehagen oppfatter dramafaget

The study investigates how pedagogical leaders perceive working with drama as a subject in kindergarten. The purpose is to gain more knowledge about how drama, as part of the practical-aesthetic subjects in kindergarten teacher education and the subject area ‘Art, culture and creativity’ in the framework plan, is understood and experienced. The article questions and discusses the staff’s perception of the drama subject and the consequences this can have in kindergarten.

The study concludes that there is limited professional awareness regarding the use of drama as a subject in educational work. The results indicate that knowledge about drama as a subject may be poor in many kindergartens in Norway. The researchers behind the study therefore believe it is necessary to strengthen drama-related skills among kindergarten teachers.

The study used a qualitative approach, and the researchers conducted focus group interviews with 17 informants from six kindergartens. In the subsequent analysis, the interviews were sorted into four main categories: 1) Drama is associated with performance, 2) Drama as an educational tool, 3) Drama as a synonym for play, and 4) Drama as a personal attribute.

Synnes, H. H., & Håberg, L. I. A. (2022). «Ikke stas å bli tvunget til å spille Tornerose hvis en absolutt ikke liker det» –en kvalitativ studie om hvordan personalet i barnehagen oppfatter dramafaget. Drama, (2), 28–37.