1 / 9

Evaluation of the first phase of ‘Drama for Learning and Creativity’

Evaluation of the first phase of ‘Drama for Learning and Creativity’. Dr D A Simpson [External Evaluator] University of Brighton, School of Education. Introduction. Qualitative and quantitative data - mixed method approach

johnasoto
Télécharger la présentation

Evaluation of the first phase of ‘Drama for Learning and Creativity’

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Evaluation of the first phase of ‘Drama for Learning and Creativity’ Dr D A Simpson [External Evaluator] University of Brighton, School of Education

  2. Introduction • Qualitative and quantitative data - mixed method approach • What is the impact of the project on the classroom? What differences is it making to teaching and learning? • One important achievement - a map of Drama in the primary classroom

  3. Differences in teaching … 1 • 95% of teachers now work with Drama in an increasing number of subjects • More than 80% of teachers say they have acquired range of new teaching strategies • “It’s much more rewarding working with the whole class in the hall than I expected. I’m becoming more confident each time.”

  4. Differences in teaching … 2 • An increase in the range of drama conventions in use – Teacher in Role, Hot Seating, Conscience Alley and Thought Tracking are far more prominent • Drama conventions that allow for the internal elaboration of ideas and conscious reflection

  5. Differences in teaching … 3 • The individual ‘engagements’ in a drama activity - ‘All of the time’ Purposeful thinking 48.9% Generating ideas 41.9% Empathy 39.5% Decision-making 39.5%

  6. Differences in learning … 1 • “…when we were doing Skellig and we did a drama on our favourite part of the book and everything came back to me and I learnt a bit more because I was away one day.”

  7. Differences in learning … 2 • “Yes, during History we have done drama and it helps stick in my memory because of the fun actions.” • “In History we are learning about the Black Death and I can remember a lot of information because we did it in Drama not in books.”

  8. Differences in learning … 3 • “The rainforest…now I know that the rainforest got destroyed…and we learnt that there are animals dying and losing their homes.” • “The drama techniques really involved the children in the topic because they were really there in the rainforest.”

  9. Some questions for Phase 2 • Why do teachers not connect Drama with teaching Maths, Science and ICT? • Drama and the rise of a visual culture in which narrative blends the aural, visual and verbal • What is dramatic tension?

More Related