Process Drama as a Form of Cooperative Learning

Contemporary educational practice demands that we seek new strategies in articulation of lessons and realization of educational aims. These new approaches are necessitated by the post-modern times we live in, with all the pertaining cultural, economic, political, technical and technological changes. The role of the institutions has been revised, as well as the roles of parents, teachers and pupils. In the time we live and work pupils' achievements are described and measured according to competences. Some of these numerous competences stand out as an educational ideal: critical thinking, cooperative learning, assuming responsibility, ability to act as individuals and members of society. Such achievements are also prescribed in the curriculum, more precisely, in the National Curriculum Framework. Cooperative learning, where pupils organized in groups join forces to learn during their school lessons, is often viewed as an especially interesting and productive learning method. The atmosphere among pupils who learn through cooperation is characterized by positive interdependence, that is, they are aware of the fact that the only way for them to succeed is by joining forces. Process drama is a method of using drama in education. Absence of an audience is one of its characteristics. As it does not focus on performance but on examining and searching for answers to questions (issues), it represents a method for quality teaching and learning, which is exactly why it should be an integral part of the National Curriculum Framework. This paper posits a theory that process drama is a form of cooperative learning because the important characteristics of process drama and cooperative learning overlap. Therefore, their common characteristics, such as the teacher's/leader's different engagement, changing of the fixed patterns of thinking, acting and reflexive observation will be listed, compared and explained using a comparative method. The purpose of this paper is to offer a method suitable for the requirements of contemporary school classes.