Creative drama in the writing process:  The impact on elementary students' short stories.

Cormack, Rumiana

doi:10.24124/2004/bpgub302

Cited by 4 publications

(8 citation statements)

References 16 publications

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“…Six out of the eight studies for secondary school children suggested that creative drama could have beneficial effects on academic outcomes (Arieli, ; Catterall et al ., ; Cormack, ; Duatepe‐Paksu & Ubuz, ; Otten et al ., ). One showed positive effects on empathy and theory of mind (Goldstein, ).…”

Section: Resultsmentioning

confidence: 99%

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Impact of arts education on children's learning and wider outcomes

See

Kokotsaki

2016

Review of Education

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Almost every educational system in the world regards numeracy and literacy as more important than the arts. In the UK arts interest groups and politicians have, for years, asked for arts education to be accorded the same priority arguing that arts contribute to learning and development of useful skills. It is not clear if these claims were based on evidence. The aim of this review is to examine international empirical evidence to establish whether arts participation could lead to improvements in children's learning and other wider outcomes, and to identify arts activities with the best evidence of success. A search of 11 databases identified 76,195 reports, of which 200 were included for analysis. No studies with high levels of supporting evidence were found because of serious weaknesses in design. Tentative evidence suggests that music training and integrating drama in the classroom may have beneficial effects. This finding has to be taken with caution because of weaknesses in these studies, the lack of replication and inconsistent findings across studies. More robust and rigorous evaluations are needed to test the causal links. However, if improving attainment is the aim then arts may not be the solution. Promising programmes already exist that can boost learning. Given the lack of evidence so far, perhaps we should think more broadly about the purpose of arts. IntroductionArts have always struggled to find a legitimate place in the school curriculum in education systems across the world. For years, arts education has been marginalised and viewed by many as the poor relation of subjects such as mathematics, science and literacy, which are often regarded as core subjects because they are deemed to have greater currency in a competitive global economy (Confederation of British Industry, 2010, p 2).International league table, such as, PISA (Programme for International Student Assessment) and TIMSS (Trends in International Mathematics and Science Study) also used performance in these core subjects as an indicator of the quality of a country's education system. Consequently, schools around the world are putting greater emphasis on these subjects. Performance in these curriculum subjects has now been used as a yardstick for attainment. To ensure that every child has the opportunity to succeed in education the 'No Child Left Behind Act' was introduced in the USA. This has led to a decline in emphasis on arts education. In the UK, reforms in education have also been made to ensure that the country remains competitive. These reforms and the focus on the Ebacc (English Baccalaureate) have been blamed for a decline in the number of students taking arts at GCSE (General Certificate of Secondary Education) (The Telegraph, 2014).The marginalisation of arts, the declining take up and the low status have prompted some to call for greater attention to be given to arts education in schools. Three main arguments were put forward. The first was that arts are synonymous with creativity and creativity was necessary for a world-class...

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Section: Resultsmentioning

confidence: 99%

“…However, because of methodological weaknesses in these studies, the evidence is rather weak. In some studies assignment to conditions was unclear (Cromack, ; Duatepe‐Paksu & Ubuz, ). Goldstein's study involved volunteers and no comparison of gain scores.…”

Section: Resultsmentioning

confidence: 99%

Impact of arts education on children's learning and wider outcomes

See

Kokotsaki

2016

Review of Education

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“…The findings revealed that participants enjoyed storytelling; they were also motivated to involve in the constructivist writing process; in addition, interactive storytelling allowed the learners to discover their knowledge of self and the world. In another study, the influence of creative drama as a prewriting strategy on the content and the process of short story writing was explored (Cormack, 1980). One group were given drama, and the other one received a lesson/discussion prewriting instruction.…”

Section: Research On Prewriting Techniquesmentioning

confidence: 99%

“…(e.g. Cormack, 1980;Diaw, 2003) while very few of them explored the effects of using prewriting techniques on writing skills or improvement in writing rhetorical modes (e.g. Öncü, 1999; Özçelik, 1996).…”

Section: Research On Prewriting Techniquesmentioning

confidence: 99%

Synectics as a prewriting technique: Its effects on writing fluency and lexical complexity

Balkır¹,

Topkaya²

2017

Eurasian Journal of Applied Linguistics

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This study aimed to explore the effects of synectics as a prewriting technique on writing fluency and lexical complexity in the written texts of 20 tertiary level Turkish EFL learners. To this end, a mixed research design was adopted combining both quantitative and qualitative techniques. Repeated measures design was employed to examine the differences in participants' writing fluency and lexical complexity over time, and to gain a deeper understanding of learners' experiences, semi-structured interviews were conducted. The learner-written texts were analyzed using VocabProfile (VP), an online text analysis program, with respect to fluency and lexical complexity. Descriptive statistics, Friedman test for repeated measures, and Wilcoxon Signed Ranks test were carried out as data analysis procedures. As for the analysis of the qualitative data, inductive content analysis was performed. The findings revealed that the participants' writing fluency increased significantly at the end of the program. On the other hand, their lexical complexity remained the same during the study. In terms of the results of the qualitative analysis, the participants had mostly positive perceptions about their synectics experience in terms of vocabulary learning, improvement of writing skills, and attitudes to writing.

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“…Some studies also focused on developing creativity for the basic stage as Al Nakhali's study (2004), Al Ghamedi's (2001) and Mosa's (2002). Some studies were different in the method, for example Al Ghamedi (2001) used the comparative descriptive method, Al Shanqeti (2005) used the deductive inductive method, whereas Al Nakhali (2004), Mohammad and Abdel Majeed (2005), Mosa (2002) and Cormack (2004) used the semi-experimental method. Some of those studies have assured the effectiveness of teaching by applying different teaching methods for increasing the students', achievements, problem-solving, cooperative learning and brainstorming as Mohammad's and Abdel Majeed's Studies (2005).…”

Section: Commenting On the Previous Studiesmentioning

confidence: 99%

The Role of School and Family in Developing Childrens' Literary Creativity

Albari

Smadi²,

Yassin³

et al. 2013

IJE

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The study aimed at investigating the role of school and family in developing the literary creativity for children by investigating the concept of creativity , the factors of developing it in childhood ,its basic elements and it also aimed to identify creative thinking motivations , characteristics of creative individuals, factors of creativity development in childhood stage and the environmental barriers facing creativity . The study also focused on identifying the proposed activities for the development of literary creativity in writing short story. The researchers used the descriptive method. The findings showed that developing creativity for children is the responsibility of school and family. In addition, the school should be a creative ideal example for the children by offering creative activities to develop the children's', creative tendencies, in addition to the necessity for cooperation between the school and family to make creativity. In light of the above mentioned findings, the researchers recommended a number of relevant recommendations.

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Creative drama in the writing process: The impact on elementary students' short stories.

Cited by 4 publications

References 16 publications

Impact of arts education on children's learning and wider outcomes

Impact of arts education on children's learning and wider outcomes

Synectics as a prewriting technique: Its effects on writing fluency and lexical complexity

The Role of School and Family in Developing Childrens' Literary Creativity

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