Devised theatre methodology to promote creativity in school

Abstract

This study examines the use of a devised theatre methodology to develop more creativity in the professional learning community and among students. Data from focus groups in an action research project in an upper secondary school in Norway have been thema tically analysed. Using the practice architecture theory, we identi fied three different practices: ‘creative practice’, ‘collective creative practice’ and ‘school practice’. The results show that devising meth odology in the form of different production strategies, process orientation and a system of collective creative work promotes creativity in the professional learning community and for students. In addition, the methodology can be used to develop a teaching practice that promotes planning, imagination, and spontaneity in students, and contribute to a more equal guiding role in the form of guided improvisation from the teacher. The methodology can help teachers to foster discussions, understandings, develop concrete creative collaborations and promote democratic processes. The study points to tensions in teachers’ development of ‘creative practice’ and ‘collective creative practice’ in the face of a traditional ‘school practice’. The results are discussed using theories of devised theatre methodology, creativity, professional learning communities and practice architecture theory.