Die fundering van dramatiese spel soos dit in onderrig
manifesteer, kan gevind word in die feit dat "homo
sapiens'' ook "homo ludens" (spelende mens) is. Spel
word tradisioneel met erns en arbeid gepolariseer.
Talle denkers, onder andere ook Goethe, is dit egter
eens dat daar in die wese van werk ook spel is.
Dramatiese spel op senior primere vlak dui op 'n soort
spel waar daar distansie tussen die spelende en die
spel is. Hierdie spelvorm vind noue aansluiting by die
grondvorm spel soos dit in die didaktiek voorkom. Dit
funksioneer veral met betrekking tot kreatiwiteit,
taalonderrig en ook kognitiewe leerprosesse.
Dramatiese spel het heelwat verband met kinderteater.
Die styl van veral kontemporere kinderteater kan in
onderrig implementeer word.
Bestaande onderrigmetodes kan aangevul en verlewendig
word deur middel van verskillende vorme van dramatiese
spel. Die benadering tot onderrig het grense, maar
veral ook baie moontlikhede.
Dramatic play, as it is manifested in teaching, is
founded on the fact that "homo sapiens" is also "homo
ludens" (playing man). Traditionally, play is polarized
with work. Goethe and other philosophers are, however,
unanimous in their agreement that there is an amount of
play in the essence of work.
Dramatic play on senior primary level is characterized
by a distance between the player and the play. This type
of play is closely connected with the ground form play
as it is manifested in didactics. It functions especially
with regard to creativity, language teaching and cognitive
learning processes. Dramatic play has many of the
characteristics of children's theatre. It is especially
the style of contemporary children's theatre which can be
implemented in teaching.
Existing methods of teaching can be complemented and be
made more dynamic by means of various forms of dramatic
play.
This approach to teaching has its limitations, but it also has many possibilities.
