Using Dramatic Monologue for Teaching Social Sciences




Ho, Francis
Ho, Shun-Yee

According to the authors, there is a need for students to become active participants in classroom activities in order to play a more meaningful role in the learning process. This article, which is a follow-up on an earlier article published by the same authors in Pédagogie collégiale in 2002, offers an overview of dramatic-art techniques that can be used as tools for teaching psychology and other social-science disciplines. Based on their experience of using techniques such as the monologue, the hot seat and the expert panel, they advocate the use of these tools, which require no advanced technology whatsoever, judging them to be effective in fostering active student participation. After a brief historical review, the authors describe in greater detail how to use the monologue in different psychology courses. In doing so, they provide numerous examples of the particular aspects of implementing this dramatic technique that can also be used with other techniques to maximize student learning. They emphasize that it is possible to use the monologue in other courses, including sociology, political science and history, the only limitation being the teacher’s own imagination.


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