Introduction
The dramatic theory emerged in the communication field in the 1950s by rhetorician Kenneth Burke. This theory seeks to understand the social uses of language. The theory tries to understand human motives and what makes them act in a certain way. Burke views language as a strategy to respond to a specific situation. To him language is symbolic. Kenneth liked describing dramatism as what he saw when people open their mouths needs (Miller 56). The theory has 3 lenses by which one can view life. These are the guilt-redemption cycle, dramatistic pentad, and identification.
5 tenets
Burke’s theory is also called the pentad because of its 5 tenets. Dramatist pentad this tool analyses the method by which a speaker persuades the audience to believe them. This pentad has five elements of drama act, scene, agent, purpose, and agency. An act means a past action or an action that will be later carried out by the communicator. The scene refers to the place where the action takes place or when the action takes place or simply the context. The agent is the act itself. Agency is the means used to perform the act. The purpose is the reason behind the act. Burke’s works are cited by many scholars and highly praised. These five tenets can be used to analyze any action that takes place in the world. The theory is very flexible addresses many issues.
3 claims
The dramatism theory makes 3 claims first is language use and symbols. Language creates the experience of group life. A member of a community shares its history, name, and consciousness. The second claim is epistemology this is the drama that comes about by the combination of actors, motives, and scenes. Through this dramatization we organize reality. The third aspect is the changing nature of dramatics. Social life is composed of many changes. This means that the social reality that is created has to be malleable. This theory uses the drama concept to get insight into human activities such as the purpose behind their actions, conflict, and change (Gusfield 9).
The nature of dramatism
This malleable nature of dramatism means that teaching undergoes many changes that the teacher needs to undergo. Education is being changed by technology; there are more computer users to aid in teaching. Assignments are given out online. And technology is being used to make learning more entertaining and encouraging more participation by the student. Earlier the teacher merely stood before the class and taught. With technology, the teacher acts as a facilitator only overseeing the process of learning.
Burke’s theory has been compared to Shakespeare because of the aspect of drama. To Shakespeare, the entire world is a stage. Burked work has influence the communication field which is also related to teaching. A teacher has to be a good communicator to teach effectively and in a manner that pupils can understand. Teaching is public speaking. This theory has been used in public speaking. Skills are needed for one to convince the audience that what they are saying is true in this case a student. This theory is used by the teacher who puts knowledge in a way that students understand. Language is utilized in learning to pass a message. The motive that can be identified is passing exams.
5 tenets theory in the context
Using the 5 tenets of this theory in the context of middle school, the act is the teacher. The scene ranges from the classroom, staffroom, and even online due to the use of technology. The agent is teaching. The agency varies from the use of books, videos, websites, and other materials used in learning. The purpose varies from imparting knowledge to the students, the teacher needs to earn a living and the students must go to school to ensure a good future.
The teacher needs to understand what drives the students to understand the approach to use when teaching. Human beings make interactions that center on conflict. This means that the teacher expects conflicts to arise because this is part of human nature. Middle school students have social, educational, and psychological needs which the teacher can address when teaching students. To address the social needs, a teacher puts students in group projects. This encourages teamwork, sharing of ideas, and also friendships are formed. It helps to fulfill psychological needs by encouraging her students when they perform well through the use of compliments and use of gifts.
The dramatism theory has an aspect called the guilt redemption cycle a part of the human drama. The term guilt refers to fear, shame, embarrassment, disgust plus other similar feelings. As a teacher one encounters students who do not finish homework or assignments. The dramatic theory reflects their reactions. Most will blame others and circumstance surrounding for their failure to do the work. It is very rare for the student to take the blame for unfinished work. According to Burke communication is a means by which the speaker fights his sense of ever-present guilt. So the speaker either fights the guilt by blaming others or taking the blame.
On language, Burke views human beings as bodies that learn the language (Brock, Scott, and Chesebro193). This language is described as ambiguous. He explains this using a shipwreck. If a ship is sinking with 20 people in it there will be different reactions. One person will pray another person may try to help people. The source of motivation is the same (shipwreck) but the reactions are different (agent-act).
This means when teaching science students interpret what is taught differently. This means that the teacher has to be very clear for students to grasp the concepts taught.
Since language has different interpretations, the science teacher can check the interpretation of students by asking them to write about experiments to check their understanding. The theory uses verbal and non-verbal communications which are persuasive and enhance social functions and processes (Dickinson p. 6). Teachers use spoken language but also use learning aids like diagrams and demonstrations to enhance understanding.
The science that is taught in school intertwines with dramatic theory. The teacher has to convince the student of many things that can only be imagined and not proved. For instance, the students cannot see the nine planets but the teacher explains to them the existence of a solar system with its nine planets. This means that teaching science intertwines with drama because there is a need for make-believe (Gusfield 166). A lot of what is taught in science cannot be proved by students.
Use of the 5 tenets of the dramatism theory can be used to create lesson plans. This can create student-centered lessons that encourage them to participate by giving presentations. Students offer criticism and suggestions. Dramatism has been in class through audio-visual presentations to teach students. This is part of drama used to create reality for students. This encourages discussion on watched topics even beyond the classroom.
Burke says that when the speaker and audience are similar then it becomes easier to convince them. The pentad used in the theory can be used to analyze science for instance fictional material. In science answering questions such as how, when, and where gives the learner a deep understanding of topics. A middle school teacher relates to students by speaking at their level. This is called identifying with your audience. For instance, a teacher knows that pupils like computer games. She derives examples from an environment that pupils relate to making it easier for them to understand messages. When she is relating to colleagues she will use a different language.
Burke emphasizes the speaker’s identification with the audience. When there is no identification, communication breakdown occurs. There are usually incidences of such communication breakdown. For instance, the students may feel that the teacher is too old to understand them (Burke and Gusfield 17). Teachers are in positions of authority so some students may feel intimidated to approach them with questions. Generally, teenagers usually feel misunderstood by adults. This means that a teacher should try and identify with students. Teachers need to connect to their students to create a relaxed learning atmosphere.
Outside the school environment, the teacher experiences the use of this theory by the advertisements and political campaigns she will see. The advertisement will be created to suit her. For instance, she will see adverts that are targeting working women like her. Political candidates will campaign and she is supposed to make choices based on what motivates her. Communication according to Burke can result in the division between people. This happens when the teacher and students do not agree. For instance, if the students feel they are being given too many assignments this pressure may cause division between them and the teacher.
Questions
Burke’s theory raises some questions for instance, why would the major motivation of communication be guilt. There is no or little connection between teaching science and guilt. The teacher teaches because it is her responsibility to teach. What guilt would a teacher have to cause her to pass the information? Burke’s theory is confusing in some of its features.
Criticism
The theory of dramatics is criticized by scholars who say that the theory is not being clear enough to attract criticism. Burke was superficial, obtuse, and did not go into many details. Scholars say that intense reading is required for one to understand his various volumes. This is because he used very many vocabularies. There are also specialized meanings he attached to phrases and words. This means that a lot of interpretation is needed to understand his work. This theory is too wide. Some of these difficulties have been attributed to the penetration of his thought and the compactness of his writing.
Conclusion
In conclusion, the theory of dramatic theory has been in many fields its tenets have been used in advertising, industry, and even education. Though complex this theory is worth the effort because it is the work of a genius. Burke’s theory requires a diligent scholar to understand lessons that can be derived from it.
Works Cited
Brock, Bernard L., Scott, Robert L. & Chesebro, James W. Methods of rhetorical criticism: a twentieth-century perspective. Detroit, Michigan: Wayne State University Press, 1990. Print.
Burke, Kenneth and Gusfield, Joseph. R.: On Symbols and Society. Chicago: The University of Chicago Press, 1989. Print.
Dickinson, Elizabeth A. “The Montana Meth Project: Applying Burke’s Dramatistic Pentad to a Persuasive Anti-drug Media Campaign.” Communication Teacher, 23.3 (2009):126-131.
Gusfield, Joseph R. Symbolic crusade: status politics and the American temperance movement. Illinois: Illinois Books, 1986.
Miller, Katherine. Communication theories: perspectives, processes, and contexts. (2nd Ed.). New York: McGraw-Hill, 2005.