‘Rolling the DICE’. Introduction to the international research project Drama Improves Lisbon Key Competences in Education

Eriksson, Stig A.; Heggstad, Kari Mjaaland; Cziboly, Adam

doi:10.1080/13569783.2014.954814

Cited by 16 publications

(5 citation statements)

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“…Cziboly & Bethlenfalvy 2013). Its effectiveness in this regard has been confirmed by international large-scale assessment (ILSA) as well (Cziboly & DICE Consortium 2010;Eriksson et al, 2014;Gjaerum, Cziboly, and Eriksson 2022). When using drama for focus group research, the latter aim is abandoned; consequently, a researchoriented drama lesson differs greatly from a drama lesson held for explicitly educational (e.g.…”

Section: Methodology: Drama Pedagogy As Research In the Online Spacementioning

confidence: 99%

Learning patterns and risks in distance learning during the COVID-19 lockdown – the pupils’ perspective in drama pedagogy-based focus groups

Cziboly

Bethlenfalvy

Németh³

et al. 2023

Research in Learning Technology

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In this study, primary school pupils have been surveyed using the methodology of drama pedagogy, focusing on two research questions: what the risks of online activities are and how children cope with these, and what the experiences of children with distance learning were. This study investigated both areas jointly from the pupils' perspective. Three anonymous online focus groups were conducted with 16 Hungarian pupils (4 boys and 12 girls; age range: 11-15 years) in July 2020, who joined to the research on a voluntary basis and have been recruited from three rural counties with different socioeconomic backgrounds. Respondents unequivocally recounted that during the lockdown, they had spent a significant part of their time in front of a screen, mostly without adult supervision. Whilst most only experienced different forms of teasing, some cyberbullying instances bordered on criminal cases and required the involvement of parents. High exposure to such risks was experienced during the months when online learning mainly consisted of receiving assignments to work on, and most teachers were almost unavailable. Future research could compare the experiences of pupils and teachers, creating an online safe space for them where they could respond to each other's perceptions, interpretations and opinions anonymously.

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Section: Methodology: Drama Pedagogy As Research In the Online Spacementioning

confidence: 99%

Learning patterns and risks in distance learning during the COVID-19 lockdown – the pupils’ perspective in drama pedagogy-based focus groups

Cziboly

Bethlenfalvy

Németh³

et al. 2023

Research in Learning Technology

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“…In the last few decades different kinds of dramabased pedagogies have widely spread all over the world. Theater and drama are applied for resolving various developmental, educational, and cultural tasks [1], [2], [3], [4], [10], [12], [14]. They are also used as tools for socialization and rehabilitation of different groups of children and adolescents, including those with poor social backgrounds or special educational needs [9], [11], [13].…”

Section: Methodology: Drama As a Tool For Constructing The Zpdmentioning

confidence: 99%

“…The growing popularity of drama may be explained by its demonstrated effectiveness, particularly in the work with adolescents. Research shows that adolescents are willing to engage in drama activities and are likely to remain motivated for participation for longer times in comparison with other learning formats [4]. However, there is not much evidence, why does this happen, and what psychological mechanisms determine this engagement.…”

Section: Methodology: Drama As a Tool For Constructing The Zpdmentioning

confidence: 99%

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Experimenting with Roles in Adolescence: Applying Drama for Constructing the Zone of Proximal Development

Rubtsova

2021

Cultural-Historical Psychology

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In 2019 a multidisciplinary research project “Digital Storytelling Theater” was launched in Moscow State University of Psychology and Education. The project aims at elaborating, evaluating, and introducing drama technologies into secondary school settings with the goal of applying them as a powerful tool for learning and development. The article focuses on the ways, in which drama can be used for constructing the zone of proximal development in adolescence. It is argued that not any kind of drama-based activities is consistent with the principles of a developing environment in the framework of the Cultural-Historical Paradigm. Creating such a setting is a challenging research task, which requires organization of such types of activity and interaction as role exchanges and reflexive communication. On the example of creating a play with a class of adolescents, it is demonstrated how drama, based on role experimenting, can contribute to overcoming group contradictions, boosting learning motivation and turning personal “pereghivanije” into a resource for development (on the experience of living through the pandemic of COVID-19).

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“…The hypothesis was that educational theatre and drama has an impact on five of the eight Lisbon Key Competences. DICE examined the following five of the eight key competences: Communication in the mother tongue, Learning to learn, Interpersonal, intercultural and social competences and civic competence, Entrepreneurship and Cultural expression (Eriksson et al, 2014).…”

Section: Iii1 Motivation Consortium Objectives and Hypothesismentioning

confidence: 99%

ILSA in Arts Education: The Effect of Drama on Competences

Gjærum

Cziboly

Eriksson

2022

International Handbook of Comparative Large-Scale Studies in Education

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‘Rolling the DICE’. Introduction to the international research project Drama Improves Lisbon Key Competences in Education

Cited by 16 publications

References 1 publication

Learning patterns and risks in distance learning during the COVID-19 lockdown – the pupils’ perspective in drama pedagogy-based focus groups

Learning patterns and risks in distance learning during the COVID-19 lockdown – the pupils’ perspective in drama pedagogy-based focus groups

Experimenting with Roles in Adolescence: Applying Drama for Constructing the Zone of Proximal Development

ILSA in Arts Education: The Effect of Drama on Competences

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