Dramaturgical Construction of Dramatization Lessons and its Impact on Learning Outcomes: An Applied Study on Primary Schools in Iraq

Abstract

Abstract

This study aimed to shed light on the dramaturgical structure of theatrical lessons and its impact on learning outcomes from the point of view of teachers in primary schools in Iraq, by applying the descriptive analytical approach, and relying on the questionnaire as a tool for collecting data from a random sample of teachers and specialists in the field of theater education and educational theater, the number of which amounted to (76) individuals. The study reached a set of results, the most important of which are: that there are many obstacles that prevent achieving the required level in the dramatization of educational curricula in primary schools in Iraq, and that the level of dramaturgical structure of theatrical lessons in primary schools in Iraq from the point of view of teachers and specialists in theater education and educational theater is still low, and that the dramaturgical structure of theatrical lessons in primary schools in Iraq contributes to a high degree to achieving most of the learning outcomes in the four dimensions (knowledge and understanding, values, skills), and the study also concluded that there is a positive effect of the dramaturgical structure of theatrical lessons on the learning outcomes in the four dimensions (knowledge, understanding, values, skills) among students in primary schools in Iraq. In addition, the study presented a set of recommendations that could help improve the reality of dramatization of curricula in Iraqi schools.