Drama Education and Development of Self: Myth or Reality?

Abstract

This study is an investigation into personal development and drama education where the constructs of self-concept, self-discrepancy and role-taking ability were considered in the light of an in-school role play-based drama program. The 123 subjects from 5 different classes drawn from provincial city and rural village schools with a mean age of 11.5 years were the participants in this investigation. The subjects were pre-tested using the Chandler Story Task on role-taking ability; the Self-Discrepancy Questionnaire for self-discrepancy; the Peabody Picture Vocabulary Test (Revised) for vocabulary, and the Piers-Harris Children's Self-Concept Scales for self-concept. The subjects were then tested following the completion of a 10-week drama program. Results indicated a significant growth in role-taking ability, vocabulary and an improvement in self-concept. Further analysis revealed significant correlations between self-discrepancy, self-concept and vocabulary. Role-taking did not appear to be correlated with self-concept, self-discrepancy and vocabulary. Attention is drawn to the rural-provincial city differences with an "enriched" environment being suggested as an important determinant. The study supports the use of drama in schools as a means of personal and social development.

Creative Pedagogy - Supporting Children’s Creativity Through Drama

“…A number of studies confirm that in many ways drama education can tackle the future educational challenges that school systems are facing (e.g., Cooper, 2010;Catterall, 2009;Toivanen, 2009Toivanen, , 2002Wright, 2006;Gallaher, 2001). The use of drama in education can be seen as an alternative to scripted schooling and an answer to the challenges of the postmodern knowledge culture, which aims for deeper conceptual understanding by preparing students to create new knowledge (Toivanen, 2012a(Toivanen, , 2012b.…”

“FearNot!”: a computer-based anti-bullying-programme designed to foster peer intervention

“…The explicit "as-if" mode results from the fact that role-play is introduced and implemented as game-like and "unreal", but offers real social experiences and insights that are transferable to real social interactions. For instance, by focusing on the holistic experience of another person, role-play has proved to be an effective tool in the context of social skills trainings applied in schools and therapeutical settings (Hungerige and BorgLaufs 2001;Jupp and Griffiths 1990;Wright 2006). However, role-play is a rather timeconsuming and staff-intensive pedagogical technique which frequently coincides with a school reality that is driven by curriculum needs.…”

İlkokul 4. Sınıf Öğrencilerinin Amaç Belirleme Becerilerinin Geliştirilmesi için Yaratıcı Drama Yönteminin Kullanılması

“…Bu açıdan bakıldığında çalışma, öğrencilerin duygusal zekâ, sosyal ve kişisel gelişimi için oluşturulan diğer yaratıcı drama yönteminin kullanıldığı öğrenme yaşantılarıyla yakın sonuçlar vermektedir (Wright, 2006;White, 2007;Ceylan, 2009). …”