Mantle of the Expert

Mantle of the expert is the name given to:

"a dramatic-inquiry based approach to teaching and learning invented and developed by Professor Dorothy Heathcote. Through role-play, children and teachers work together, to solve real-life problems in an imaginary context." (Hymers, 2009)

According to Heathcote and Herbert, (1985):

  "The 'mantle of the expert' system of teaching involves a reversal of the conventional teacher-student role relationship in which the students draw on the knowledge and expertise of the teacher. When the mantle of the expert is used in drama, the teacher assumes a fictional role which places the student in the position of being 'the one who knows' or the expert in a particular branch of human knowledge."

 

 This video explains exactly what happens when this approach to learning is used.


The Mantle of the Expert is a great way of introducing a creative approach into the curriculum, as it enables education to use role play in the curriculum in every subject. It was explored in the 1980’s by Dorothy Heathcote at the University of Newcastle upon Tyne. When first hearing the term ‘Mantle of the Expert’I was unaware that it was something I had already done during my time in school, without even knowing or understanding why.
     I then had the chance to experience it again during a seminar, this time understanding why each step was happening and being able to think more about what advantages this approach has on education. Our group was given the task of building a bridge for Swansea. There were a list of roles to be shared out, a budget, and materials that we could use. I took on the role of ‘architect’ and so I was in charge of the design of the bridge. This role made me think logically about structure, but I also wanted the bridge to look attractive and so I had to research advantages and disadvantages of different bridges. Me and the two other members of the design team discussed ideas that would have both good structure and design, and compared all of our ideas to decide on our final design. I found that this approach is not only good for team work, but by learning through the Mantle of the Expert, various areas of children's development are being covered. Self-exploration, self-discovery, rules and responsibilities, cooperation, communication skills, and linking learning with reality. I came across this point from Sayers, R (2011):
"Heathcote shares Wenger’s belief that learning must have a real and not an artificial context for it to be rooted and meaningful"

The Mantle of the Expert supports this view by giving pupils the opportunity to take on a role that they could face in reality. Instead of them being taught by the teacher, they have their own ‘job’ which they need to focus on and make relevant decisions to play their part; they are responsible for what happens. I believe that during these sessions, shy pupils will gain more confidence in themselves and find it easier to speak out to their peers. I have found that you become so engaged in the role you play, that you forget you are actually in a classroom and taking part in an activity with your friends, and instead believe that you are an expert in the role you are playing.



References

Heathcote, D and Herbert, P. (1985) A Drama of Learning: Mantle of the Expert, Theory into Practice, Educating through Drama , Vol. 24 (Summer) pp. 173-180. 

Hymers, J (2009).  ‘Little Children, ‘Big’ Questions’ Does Mantle of the Expert create
an environment conducive to philosophical thinking in the Early Years?'.
http://www.mantleoftheexpert.com/wp-content/uploads/2009/05/julie-hymers-dissertation.pdf. Accessed: 3rd December 2014.

Sayers, R. (2011) The implications of introducing Heathcote's Mantle of the Expert approach as a Community of Practice and cross curricular learning tool in a Primary School, English in Education, Vol.45 (Spring) pp. 20-35.