Descriptions of the intellectual, aesthetically creative, cognitively imaginative and historical perspectives of educational drama practitioners and theorists/authors were researched, analyzed and interpreted in such a method that a perspective of reflexivity resulted – qualitative in nature and design.
When defining the ‘Product vs. Process Drama in Education’ concept, a historical perspective was demonstrated in the literary work of Gustave J. Weltsek-Medina, Ph.D., Adam Blatner, MD and Daniel Weiner, Ph.D. “Interactive and Improvisational Drama: Varieties of Applied Theatre and Performance (2008)”… When one engages in Process Drama, the potential exists for heightened sense of self-reflexivity… Process Drama is foremost a situation immersed in experiential knowledge and experience of Living Through”. The historical perspectives of the process vs. product drama enquiry were further expressed in the viewpoints of 19th century philosophers and educators learning took place within the self, internally, intrinsically. The intrinsic, imaginative of the student was part of learning and was based on the intrinsic needs of the individual. A new student-centered approach became a primary and secondary method of approaching process vs. product drama in education in England… the exploration of intrinsic, imaginative needs from the ‘mind’s eye’ or inner visualization of the student was the basis of discussion and practice for production and performance moving into the 20th century.
Thus, many of the ‘product vs. process drama’ perspectives were based on the intrinsic processes of the student-centered learning experiences. Teacher and drama education practitioner, Harriet-Finlay Johnson (1900’s) claimed freedom of expression concerning ‘aesthetic valuation’ of product, production and performance of plays…a student’s aesthetics and perspective should be the diverse ‘lens’ through which the value of dramatic process or theatrical experiences be judged. CHAPTER TWO: Methodology of the Research Analysis of the research literature is a predominant method by which this thesis and other forms of qualitative studies are conducted. Methodologies of literature review involve in-depth or detailed analysis or the dissection of primary and secondary literary narratives that are collected, categorized and coded for the purposes of qualitative research. A. The Action Enquiry: This is a task, a quest for understanding the theoretical and clarifying viewpoints and perspectives that will answer the research question, “What is meant by ‘product vs. process drama in education”? and “How was the concept interpreted by drama education practitioners”? B. Description of the Context or Settings: The primary setting or context for the qualitative enquiry and research were the learning environments and laboratories in which access to the research tools of study and analysis were readily available. Libraries, studies, laboratories and sometimes the outdoor amphitheatre were used to conduct study and analysis. These context and/or settings were capable of carrying the tools necessary for literary analysis and essential for the qualitative research conducted. C. Samples/cases used for Qualitative Research: The theoretical and diverse lenses of perspectives shared by teachers, practitioners of drama education, professional consortiums of academic researchers of the UK, sociologists,