Performing History: The Effects of a Dramatic Art-Based History Program on Student Achievement and Enjoyment

Abstract

This study examines the influence of a dramatic art-based history program for fifth-grade students on both their learning and enjoyment of history. The program, called “Performing History,” reflects theories of effective use of drama in the classroom as well as successful ways to teach history. The program presents historical information as part of a coherent story embedded in a musical drama that students rehearse and perform. Students who participated in the program in fifth grade were assessed on a test of history knowledge when they were in sixth grade and compared to a control group that had not had access to the program. The sixth graders also were asked to rate how much they enjoy history. Results indicate that students who participated in the program showed higher levels of history knowledge and enjoyment of history than those in the control group, controlling for prior scores on standardized achievement tests. The effect on knowledge was partially mediated by level of enjoyment of history, which also predicted later scholastic achievement in history. The study suggests that dramatic art-based instruction improves historical knowledge, and that success may be attributed in part to an increase in student enjoyment.