Journal article
Drama education and development of self: Myth or reality
Social Psychology of Education, Vol.9(1), pp.43-65
2006
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.
Details
- Title
- Drama education and development of self: Myth or reality
- Authors/Creators
- P.R. Wright (Author/Creator)
- Publication Details
- Social Psychology of Education, Vol.9(1), pp.43-65
- Publisher
- Kluwer Academic Publishers
- Identifiers
- 991005544106507891
- Copyright
- © Springer 2006
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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