Drámapedagógia, konstruktivizmus és történetalkotás : Shakespeare-drámák feldolgozási lehetőségei

This article presents drama pedagogy based on constructivist pedagogical foundations. It analyses a constructivist learning theory approach to drama pedagogy, starting from the aspect of the process of story-telling by the students. To this end, it first reviews the situation of the method in Hungary and its developmental effects. Afterwards, it attempts to compare the constructivist educational paradigm with the realisation of student storymaking and storytelling, and then presents good practices based on an Anglo-Saxon model for the adaptation of some Shakespearean dramas