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CHAPTER FOUR: RESEARCH METHODOLOGY ———<~o»—___ I started this research primarily to develop myself as a drama teacher. The direction of this development was based partly on my own experiences described in the introduction, and partly on the writings of specialists. I conducted a thorough review of literature and analysed practices in the two fields I want to bring together in my drama lessons: the living through approach focussing on ‘being’, experiencing and reacting to unfolding crises within the drama; and the theory and practice of Edward Bond, with special focus on creating Drama Events, moments that allow audiences to see the fabricated nature of reality and make meaning of the events in focus independently. The drama approach developed in this research offers new perspectives for the wider field of drama education. This chapter presents the particulars of the empirical research conducted to explore if Drama Events (DEs) can be created in Living Through Drama (LTD). After a short survey of different research approaches investigating drama in education I discuss the reasons behind choosing action research as the appropriate framework for this study. I then present the research question and the sub-questions that are at the centre of this exploration. The research design, the logistics of the research and the data collection tools and methods follow. The description of the mode of data analysis is followed by the discussion of ethical issues. The chapter concludes with a reflection on the research methodology. RESEARCH IN DRAMA EDUCATION There are several directions of research within the drama in education. The aim of developing my own practice and the exploratory nature of my research made action research the most suitable approach for my study. However, before discussing the details of my enquiry I present different research approaches and methodologies that are used in the field. The methodologies discussed are the context I realise my research in, they were the reference points in my choice of a research approach. + 149 +
