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Theatrical readings as a means of learning economics

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  • Morroni, Mario
  • Soliani, Riccardo

Abstract

In this paper, we present the features and discuss the results of an innovative technique of teaching economics through theatrical readings, that is writing and staging plays addressing economic issues. We have applied this method to engage students, promoting the understanding of economic principles and encouraging critical reflection. Theatre is a powerful tool that favours the dissemination of economic issues, because it brings about an emotional involvement of the performers and the audience. Theatre allows emotions to improve learning; these are usually neglected in economics pedagogy. We have verified that theatrical readings represent a fruitful complement to the usual ‘chalk and talk’ lectures based on textbooks. Public readings in courses of Economics have given significant results in terms of students’ satisfaction and final marks, especially when the students’ experience encompasses writing plays and staging them. Students who participated in the activities of writing and staging economic plays have shown better knowledge of economic issues and have broadened their abilities in teamwork and public speaking. Moreover, another advantage of using theatre as a learning instrument is that it allows the performers and the audience to compare different visions in dialogical form. Finally, we explain how to introduce this pedagogical practice in courses by sharing our experience and presenting two scripts.

Suggested Citation

  • Morroni, Mario & Soliani, Riccardo, 2022. "Theatrical readings as a means of learning economics," International Review of Economics Education, Elsevier, vol. 39(C).
    • Handle: RePEc:eee:ireced:v:39:y:2022:i:c:s1477388021000219
    DOI: 10.1016/j.iree.2021.100229
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    References listed on IDEAS

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    1. Davis, Mary E., 2019. "Poetry and economics: Creativity, engagement and learning in the economics classroom," International Review of Economics Education, Elsevier, vol. 30(C), pages 1-1.
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    3. Schweitzer-Krah, Eva & Engartner, Tim, 2019. "Students’ perception of the pluralism debate in economics: Evidence from a quantitative survey among German universities," International Review of Economics Education, Elsevier, vol. 30(C), pages 1-1.
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    5. Michael Watts & Chineze Christopher, 2012. "Using Art (Paintings, Drawings, and Engravings) to Teach Economics," The Journal of Economic Education, Taylor & Francis Journals, vol. 43(4), pages 408-422, October.
    6. Don Leet & Scott Houser, 2003. "Economics Goes to Hollywood: Using Classic Films and Documentaries to Create an Undergraduate Economics Course," The Journal of Economic Education, Taylor & Francis Journals, vol. 34(4), pages 326-332, December.
    7. Goebel, Jessica & Maistry, Suriamurthee, 2019. "Recounting the role of emotions in learning economics: Using the Threshold Concepts Framework to explore affective dimensions of students’ learning," International Review of Economics Education, Elsevier, vol. 30(C), pages 1-1.
    Full references (including those not matched with items on IDEAS)

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    More about this item

    Keywords

    Teaching economics; Didactical theatre; Public speaking; Economics education;
    All these keywords.

    JEL classification:

    • A22 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Undergraduate
    • A29 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Other
    • B22 - Schools of Economic Thought and Methodology - - History of Economic Thought since 1925 - - - Macroeconomics
    • E6 - Macroeconomics and Monetary Economics - - Macroeconomic Policy, Macroeconomic Aspects of Public Finance, and General Outlook
    • N14 - Economic History - - Macroeconomics and Monetary Economics; Industrial Structure; Growth; Fluctuations - - - Europe: 1913-
    • N10 - Economic History - - Macroeconomics and Monetary Economics; Industrial Structure; Growth; Fluctuations - - - General, International, or Comparative

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