Mantle of the Expert

Mantle of the Expert

Introduction

Dorothy Heathcote was a ‘larger than life teacher who placed drama at the heart of education’ (Hesten, S, 2011). She introduced The Mantle of the Expert, an imaginative/dramatic-enquiry approach to teaching and learning. After 40 years of practice, Dorothy Heathcote was praised as “one of the greatest teachers of the twentieth century” (John Carroll, cited in Heston, 1993, p.1).

Dorothy Heathcote (1926-2011)

Mantle of the expert

The Mantle of the Expert asks children to approach their curriculum work, challenges and problems as an imagined group of experts. For example, they could be civil engineers building a bridge, doctors at the scene of an accident, scientists in a lab, the possibilities are endless. The children act and behave like the experts, they work from a specific point of view which encourages social needs, language and responsibilities. From this approach children take on some of the responsibilities and challenges that engineers, doctors and scientists face in real life.

A problem or task is established and the children become part of an “enterprise”. It usually involves an imaginary client for example a shoe designer, the shoe designer would like 100 pairs of shoes to be manufactured. The children will be involved in creating the shoes, totalling orders, ordering materials and delivering the product. Of course it is an enquiry process, and on occasions it may lead to outcomes like making orders, creating products or selling products. Instead of the children relying on the teacher to enforce work and achievement, it is a shared responsibility between the teacher and pupils. The teacher’s role is to facilitate, to step in and out of role when needed, to provide encouragement and motivation. Dorothy Heathcote describes the Mantle of the Expert as “an approach to the whole curriculum.”

The three dimensions of Mantle of the Expert.

A module of my Business study course at College required the class to create their own business and present it at a national trade fair. Positions had to be filled through an application and interview. I was positioned in finance with another member of the class. Unfortunately, the managing director was fired and I was asked to replace him. We discussed many ideas and eventually agreed on building a package holiday business for young adults based on data evidence that Ibiza, Malia, Magaluf and Zante were popular holiday destinations for young adults. The managing director had to make sure everything ran smoothly, finance had to balance accounts, marketing had to create logos/posters/pitches. Purchasing had to buy the required materials, human resources had to make sure all members of staff were happy and sales had to come up with impressive deals. Finally the business was up and running and we presented it at a national trade fair in Cardiff. We received 1 of 3 awards. This was by far my best learning experience, it gave me the opportunity to put myself in the shoes of the professional and be a part of something I had never experienced before.
 

Conclusion

The Mantle of the Expert provides children with a creative approach to learning which gives them the opportunity to put themselves in the position of the experts through the enterprise aspect, whilst having full access to the curriculum and developing social needs, language and responsibilities.

 

References

Farmer, D. (2010) Mantle of the Expert. www.dramaresource.com/strategies/mantle-of-the-expert (Accessed: 2nd December)

Fraser, D., Aitken, V. & Whyte, B. (2013) Connecting Curriculum Linking Learning. New Zealand: NZCER Press.

Heston, S. (1993) The Dorothy Heathcote archive. Manchester: Manchester Metropolitan University.  www.did.stu.mmu.ac.uk/dha/hcheston.asp (Accessed: 1^st December)

MoE (no date) Mantle of the Expert. www.mantleoftheexpert.com (Accessed: 1^st December)

The Guardian (2011) Dorothy Heathcote Obituary. www.theguardian.com/education/2011/nov/17/dorothy-heathcote (Accessed: 2^nd December)