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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

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

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  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?

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