What does it take? Pedagogies and practices in the drama and dance classrooms in special education schools in Singapore

Abstract

This chapter highlights key findings from a research study conducted between 2018 and 2019 with eleven artists teaching dance or drama in special education (SPED) schools in Singapore. Broadly categorized into visual arts, dance, drama, and music, twenty teaching artists working in these categories were interviewed to understand their pedagogical intentions, how their lessons were enacted in the classrooms, and the perceived outcomes of these lessons. This chapter narrows the focus of the discussion to the drama and dance classrooms because findings from the study showed strong resonances in the pedagogical intentions and performances among the artists in drama and dance. Artists from the two groups articulated similar pedagogical approaches and enactment strategies: Besides having sound pedagogical knowledge and skills to teach, the drama and dance artists highlighted three key beliefs that they expound to be the foundation of their work in the SPED classrooms: (1) having a genuine interest in working in a special education classroom; (2) having the confidence to enable a learning space that is flexible for the teaching artist and the students to explore and make changes; (3) respecting the students and looking beyond the disabilities. The chapter concludes with a short discussion on the possible collaboration between artists and teachers in school to extend the engagement for students outside of the dedicated drama or dance lessons