Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

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Volume 7 Issue 1
January-February 2026

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Mimesis, Drama, and Teaching Creative Writing: A Postmodern Theory

Author(s) Mr. Manish Sharma
Country India
Abstract In this hybrid essay, through my critical observations, research and analysis as a student of Creative Writing at Cardiff University, I intend to define drama education and its constructive impact on the creative mind. I will then postulate briefly that the classroom can be viewed as a postmodern theatre, utilizing its dramatic elements to create a pedagogy for performance teaching, grounded in reflective theories and acute observation as an academic. Postmodernism is defined as a literary movement that opposes universal truths, narratives and provides a framework for literary production that destabilizes established grammar, structure and themes. While I was studying in Cardiff, the classroom environment created a socio-cultural conflict in terms of how teaching is perceived, which differed from my previous experience in a classroom in India. From these ex-periences, I imagined the classroom as a theatre, teachers as actors, students as performers and transferred the associations of post-modern dramatic elements into classroom objects to create a model pedagogy for creative arts teaching based on drama performance. The analysis of this experience using scientific theories proved that drama performance improves meta-cognition, helps students with language and speech impairments, de-velops empathy and memory, and builds better humans.
Keywords drama performance; creative writing; postmodernism; pedagogy; arts and humanities; education; metacognition; creative writing workshop; mimesis; psychology.
Field Arts
Published In Volume 7, Issue 1, January-February 2026
Published On 2026-01-18
DOI https://doi.org/10.63363/aijfr.2026.v07i01.2698
Short DOI https://doi.org/hbk6xg
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