Pixel International Conferences

‘Teaching Modern Greek History to High School students by dramatizing literature texts’ is an educational program which was implemented in a Lyceum in West Attica during 2014-2015. The above program aimed to meet a very important goal of the National History curriculum: teaching and presenting historical facts of the period 1914-1923 which resulted to the pogrom of Greek population from Pontus and Asia Minor. Students had the opportunity to approach this important period of Modern Greek History by studying relevant literature, exploring useful historical sources and performing role play. Following teamwork processes, students coming from all grades, formed their own history study groups. To begin with, triggering their interest-as Vygotsky put it- in order to start their research on relevant literature and primary historical sources was a really important task. By using the constructivist discovery approach elaborated by Gagne, Bruner and Piaget they attempted to seperate the dominant ideology from historical facts. After completing their research they started creating their own theatre play which was divided in five parts: the first part was about the pogrom against Greeks of Pontus (1914-1923), the second part was about everyday life of Greek population in Konstantinoupolis before WW1, the third presented everyday life of Greeks in the cosmopolitan city of Smyrni and the  village of Kirkintze next to ancient city of Ephesus, the fourth was about the destruction of Smyrni (1922) and finally the fifth presented the gradual assimilation of refugees in Greek society. The play was attended by all school classes and also the local community.

We will present the educational results of the program mainly focusing on experimental history teaching strategies. Moreover, we will discuss students’ critical approach of history, their ability to link past and present and relate art to literature in a context of national, transnational and multicultural values, students’ creativity and productivity related to art and art performance. We will conclude by suggesting a cross- curricular approach which brings together history, literature and drama.