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Abstract
This article explores the study of learning through drama in light of contemporary theories of knowledge acquisition. The learning explored includes acquiring content knowledge represented in the topics of dramatization, interpersonal and personal understandings gained through enacting situations, and the development of attitudes and motivations regarding self and others. The article then turns to a controlled experiment informed by the theories discussed. This experiment involved young adolescents over a span of 24 weeks in a drama programme aimed at both teaching dramatic arts and also boosting peer-to-peer conflict resolution skills. Children acted out concepts and created scene studies in which students explored the interplay of ideas; participants also tested the dynamics, rationales and consequences of actions by taking on various roles in conflict situations. They created scenarios in which conflict might be defused. Students wrote, produced, directed and acted in culminating plays at each of three programme sites.
Notes
1. An effect size is calculated by dividing each scale score change by the standard deviation of the comparison group's pre-scores on each scale. An effect size of 0.2 is considered marginal. Effect sizes greater than about 0.35 are considered robust.
2. The significance values shown in Table 2 are based on t-tests for differences in programme students’ versus comparison students’ average score changes.
3. For example see Catterall and Peppler (Citation2004) and Catterall (Citation2002). As another example, Fleming et al. (Citation2004) found self-concept to stand out among cognitive and attitudinal outcomes of The National Theatre's Transformation drama project, an effort that aimed also at reading and mathematics skills.