Teaching drama differently in Sri Lankan secondary schools

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Ayomi Irugalbandara, M. Campbell, R. English, Carly J. Lassig
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引用次数: 2

Abstract

ABSTRACT Arts subjects such as drama provide an effective context for developing 21st century skills, yet drama teaching in Sri Lanka is still mainly delivery through traditional, lecture-based methods. This article presents evaluation results of a drama-based intervention program that was designed specifically to develop junior secondary school students’ creative thinking capacity and adaptability skills in the Sri Lankan context. The participants were 128 students aged 11-12 years in Year 7 drama classes. The program was implemented over twelve consecutive weeks in weekly two-hour sessions by regular drama teachers who had been trained in a process drama teaching approach. Results evidenced a positive effect emerging from the intervention: creativity and adaptability test scores of the students in the intervention group increased significantly compared to those of the students in the control and active control groups. This paper identifies implications of these findings for Sri Lankan drama teaching and learning and beyond.
在斯里兰卡的中学以不同的方式教授戏剧
戏剧等艺术学科为培养21世纪的技能提供了有效的背景,但斯里兰卡的戏剧教学仍然主要通过传统的、以讲座为基础的方法进行。本文介绍了一个基于戏剧的干预项目的评估结果,该项目是专门为在斯里兰卡背景下发展初中生的创造性思维能力和适应能力而设计的。研究对象为七年级戏剧班的128名11-12岁学生。该计划由经过过程戏剧教学方法培训的正规戏剧教师连续12周实施,每周授课两小时。结果表明,干预产生了积极的影响:干预组学生的创造力和适应性测试成绩显著高于对照组和积极对照组。本文确定了这些发现对斯里兰卡戏剧教学和学习及其他方面的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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20.00%
发文量
2
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