ERIC Number: ED367000
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Evaluating the Ability of Drama-Based Instruction To Influence the Socialization of Tenth Grade English Students Labeled as "Low Ability."
Danielson, Trygve R.
A study investigated the effect of drama-based instruction on the learning of social skills by student labeled as "low ability" in a 10th-grade required English class in a rural high school. Two separate classes of "low ability" 10th-grade English students in Janesville, Wisconsin, were presented with social skills training utilizing role playing, script writing, and improvisation. Data were collected from students, teachers, and observers to determine, record, and analyze any differences in social skills between classes. Results indicated that: (1) drama-based instruction appeared to influence the learning of social skills in a number of ways; (2) some positive growth occurred in attitudes about social skills within each class, while little difference occurred in attitudes between classes; (3) the use of theater games was highly effective in creating an environment that would allow non-threatening group interaction; (4) basic drama activities appeared to work best; and (5) to make a drama-based classroom work, students must be required to participate right from the start. Findings suggest that drama can be used as an effective tool to create a positive classroom climate with basic skill students at the high school level. (Contains 28 references and excerpts from a teacher's log are attached.) (RS)
Descriptors: Communication Research, Dramatics, English Instruction, Grade 10, High School Students, High Schools, Instructional Effectiveness, Interpersonal Competence, Low Achievement, Student Attitudes
National Arts Education Research Center/New York University, 32 Washington Place, Room 52, New York, NY 10003 ($4).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Endowment for the Arts, Washington, DC.; Department of Education, Washington, DC.
Authoring Institution: National Arts Education Research Center, New York, NY.