ABSTRACT
In Swedish higher education, drama is often seen as a teaching method to be utilised in other subjects, and Drama in Education/Applied Drama is put forward by drama teachers as a creative form of learning in pre-schools as well as at university level. Here, drama is often organised as single workshops, but this chapter problematises drama work as single events, drawing on experiences of drama workshops on sustainability for university students in Athens, Helsinki, and Stockholm. Preliminary results, based on questionnaires, indicate significant differences in the students’ learning, connected to previous drama knowledge and level of teacher training. The findings provide a more precise understanding of the interplay between context and outcome. This may inform decisions about when, how, and why drama is applied in various educational settings.
