Cycles of Harmony: Action research into the effects of drama on conflict management in schools

Abstract

This paper describes the first five years of an ongoing action research project (1996-2000) investigating the possibilities of using a combination of drama techniques and peer teaching on a whole-school basis to help school students explore the causes of conflict, and develop strategies for conflict prevention and mediation. The authors worked with students at several different levels, using a range of techniques. A number of principles relating both to conflict management and to drama, together with a tentative pedagogy for using dramatic strategies and techniques have emerged.