I have recently found a fantastic resource in the form of an investigation into how drama intervention can help children with social, emotional and behavioural issues. This link is a paper written on an investigation that was done with students of a variety of ages. This is something I will definitely be using during my enquiry.
http://docserver.ingentaconnect.com/deliver/connect/intellect/20547668/v1n1/s3.pdf?expires=1461562909&id=86767488&titleid=75008753&accname=Guest+User&checksum=C588B0ADE19612F6AEC8C78925A800F0
Sunday 24 April 2016
Friday 22 April 2016
Investigating Dramatherapy
I established in a previous blog what Dramatherapy was and I have continued this week with my research. As part of my inquiry I want to find out how accessible it is and what the procedure of referral is. I'm also interested in how I can incorporate the skills used in my teaching practice. I've found some great websites of companies who offer the service. But what if the family can't afford it? Do Dramatherapists go into mainstream schools? The company Kaleidoscope in Singapore have a great description on their website:
"Creative therapy builds self expression and develops imagination and flexibility. It can be an emotional outlet and also supports language and communication."
The company I work for get referrals from Kaleidoscope if they think a child would benefit from being in a group scenario. It's a wonderful company.
I also keep being drawn back to Emma Dawes website. She is a Dramatherapist in London and has a very informative website that is really helping answer some of my questions. I also emailed her this week. This is the link:
http://www.drama-therapist.com
I spoke with a primary school teacher friend of mine. She works in a big school in South East London. She informed me that she hasn't ever heard of a dramatherapist coming in to the school. They have an arts therapist though but it's such a big school and they don't get a lot of her time that only the extreme cases go to her. She agreed with me that there's just not enough time or money to cater for every child. Plus the amount of tests and targets they now have at as young as 5 years old is getting ridiculous!
Whilst researching I also found a fantastic article! Drama Therapy Review, volume 1, by Nisha Sajnani. I was able to download the material for free! This first section gave me a fantastic introduction and included some interesting questions. Here is the link:
http://docserver.ingentaconnect.com/deliver/connect/intellect/20547668/v1n1/s1.pdf?expires=1461331857&id=86749485&titleid=75008753&accname=Guest+User&checksum=2B0A344701F8BD5E899756603458C992
From this introduction it states that the articles are:
"Creative therapy builds self expression and develops imagination and flexibility. It can be an emotional outlet and also supports language and communication."
The company I work for get referrals from Kaleidoscope if they think a child would benefit from being in a group scenario. It's a wonderful company.
I also keep being drawn back to Emma Dawes website. She is a Dramatherapist in London and has a very informative website that is really helping answer some of my questions. I also emailed her this week. This is the link:
http://www.drama-therapist.com
I spoke with a primary school teacher friend of mine. She works in a big school in South East London. She informed me that she hasn't ever heard of a dramatherapist coming in to the school. They have an arts therapist though but it's such a big school and they don't get a lot of her time that only the extreme cases go to her. She agreed with me that there's just not enough time or money to cater for every child. Plus the amount of tests and targets they now have at as young as 5 years old is getting ridiculous!
Whilst researching I also found a fantastic article! Drama Therapy Review, volume 1, by Nisha Sajnani. I was able to download the material for free! This first section gave me a fantastic introduction and included some interesting questions. Here is the link:
http://docserver.ingentaconnect.com/deliver/connect/intellect/20547668/v1n1/s1.pdf?expires=1461331857&id=86749485&titleid=75008753&accname=Guest+User&checksum=2B0A344701F8BD5E899756603458C992
From this introduction it states that the articles are:
"Encouraging a critical engagement
with drama therapy literature, inner and interdisciplinary collaboration, and a
diversity of perspectives and methodological approaches, it embodies hope
for the growth and development of our field."
What a fantastic resource! Another quote I found interesting was:
What a fantastic resource! Another quote I found interesting was:
"This study advances our understanding of the health benefits
and risks associated with dramatic improvisation"
I'd never thought before that there are risks! The article makes a point of saying that good health is not just the absence of disease but complete physical, social and mental well being. The approaches in the following articles are by different dramatherapists who have different approaches which will be a real insight. However, each have the ultimate aim of exploring the potential of dramatic reality to promote wellness.
"This is commendable given the persistence of mental health trends that privilege
interpersonal distance over physical embodiment and touch; cognitive behavioural interventions over emotional expression; and a focus on the present rather than the past"(Johnson and Emunah 2009)
The article tells me that dramatherapy can be used for a variety of issues including bereavement, eating disorders, autism and couples experiencing conflict. I always thought it was something just used for children as I thought they would be more willing to engage with it. It mentions "Renée Emunah’s article which calls attention to the differences between therapeutic theatre, autobiographical and self-revelatory performance which she considers to be an approach to drama therapy and a genre of theatre in its own right."
Another intriguing article mentioned in the intro to volume 1 is "the thought provoking keynote delivered by Phil Jones at the 2013 North American Drama Therapy Association (NADTA) conference in which he challenged drama therapists to reflect on our relation- ships to research and to resist ‘closed circuits’ by valuing each other’s knowledge." and "Sally Bailey’s review of Trauma-Informed Drama Therapy: Transforming Clinics, Classrooms, and Communities" (Sajnani and Johnson 2014) The one that relates to my work the most is where "Miranda D’Amico, Corinne Lalonde and Stephen Snow introduce a promising quantitative study evaluating the efficacy of a drama therapy intervention with children on the autism spectrum. Their results ‘showed statistically significant improvements in engagement, coupled with decreased externalizing, hyperac- tivity, and inattention, and
autism spectrum behaviours" (D’Amico, Lalonde and Snow 2014: 35)
These interesting questions are raised too:
I'd never thought before that there are risks! The article makes a point of saying that good health is not just the absence of disease but complete physical, social and mental well being. The approaches in the following articles are by different dramatherapists who have different approaches which will be a real insight. However, each have the ultimate aim of exploring the potential of dramatic reality to promote wellness.
"This is commendable given the persistence of mental health trends that privilege
interpersonal distance over physical embodiment and touch; cognitive behavioural interventions over emotional expression; and a focus on the present rather than the past"(Johnson and Emunah 2009)
The article tells me that dramatherapy can be used for a variety of issues including bereavement, eating disorders, autism and couples experiencing conflict. I always thought it was something just used for children as I thought they would be more willing to engage with it. It mentions "Renée Emunah’s article which calls attention to the differences between therapeutic theatre, autobiographical and self-revelatory performance which she considers to be an approach to drama therapy and a genre of theatre in its own right."
Another intriguing article mentioned in the intro to volume 1 is "the thought provoking keynote delivered by Phil Jones at the 2013 North American Drama Therapy Association (NADTA) conference in which he challenged drama therapists to reflect on our relation- ships to research and to resist ‘closed circuits’ by valuing each other’s knowledge." and "Sally Bailey’s review of Trauma-Informed Drama Therapy: Transforming Clinics, Classrooms, and Communities" (Sajnani and Johnson 2014) The one that relates to my work the most is where "Miranda D’Amico, Corinne Lalonde and Stephen Snow introduce a promising quantitative study evaluating the efficacy of a drama therapy intervention with children on the autism spectrum. Their results ‘showed statistically significant improvements in engagement, coupled with decreased externalizing, hyperac- tivity, and inattention, and
autism spectrum behaviours" (D’Amico, Lalonde and Snow 2014: 35)
These interesting questions are raised too:
"What are the risks and benefits of entering into dramatic reality?
What are the social contexts in which drama therapy is practiced?
How do those involved in the process understand their participation?
What are the goals of drama therapy and who establishes these?
When and for whom is drama therapy indicated?
How does the use of action and imagination increase wellness or decrease specific kinds of distress?
What are the social contexts in which drama therapy is practiced?
How do those involved in the process understand their participation?
What are the goals of drama therapy and who establishes these?
When and for whom is drama therapy indicated?
How does the use of action and imagination increase wellness or decrease specific kinds of distress?
What is the relationship between drama therapy and other evidence-
based therapies?
How do our theories, concepts and practices inform one another and where do they diverge?
How does race, gender, ability, socio-economic status and/or age influence research and practice?
How can we effectively and ethically involve children in research?
What consideration should be given to aesthetics in therapeutic improvisation and performance?
What are the ethical implications of performing and witnessing private stories in public space?
How does dramatic improvisation and performance constitute forms of knowledge creation?
What is our research culture and how might drama therapists create knowledge together?"
The question "How can we effectively and ethically involve children in research" intriguing as this is the problem I'm facing. I will not lack the material when it comes to Module 3 , but as a teacher and professional working with children how much can I share?
I'm going to try and source these articles by these therapists to help my inquiry. I eel this is a fantastic find though!
How do our theories, concepts and practices inform one another and where do they diverge?
How does race, gender, ability, socio-economic status and/or age influence research and practice?
How can we effectively and ethically involve children in research?
What consideration should be given to aesthetics in therapeutic improvisation and performance?
What are the ethical implications of performing and witnessing private stories in public space?
How does dramatic improvisation and performance constitute forms of knowledge creation?
What is our research culture and how might drama therapists create knowledge together?"
The question "How can we effectively and ethically involve children in research" intriguing as this is the problem I'm facing. I will not lack the material when it comes to Module 3 , but as a teacher and professional working with children how much can I share?
I'm going to try and source these articles by these therapists to help my inquiry. I eel this is a fantastic find though!
Monday 18 April 2016
Points of interest
I have spent the week really trying to whittle down my ideas into my inquiry title. I came across a couple of links this week that interested me. They just appeared on my Facebook newsfeed. One was a video link explaining the important of arts education and how creative people who think outside the box do better and give more, whatever their profession be it business or science. The skills they learn through art and drama are key to their success. I truly believe this also and really engaged with the man being interviewed in this link below:
https://www.facebook.com/natgeotvUS/videos/10153617771436005/
I also saw a Facebook post this week that had been shared across the county thousands and thousands of times. It was a post from a desperate mother of an Autistic man. The gentleman had been to university and studied computer science but since graduating 2 years ago is still to find work. He has sent 100s of applications and always has the door closed on him. He is obviously intelligent enough to do the tasks but socially he has not been accepted as part of the work force highlighting the absolute need for support and help, potentially through drama or arts therapy. Here is the newspaper article about the Facebook post:
http://www.manchestereveningnews.co.uk/news/greater-manchester-news/autistic-mum-plea-job-appeal-11198611
Another article I read this week told of a primary school head teacher who has resigned due to the changing being made to the curriculum, setting unachievable goals for children. This links to my interest in a previous blog about how the school curriculum is changing and how the arts are being dropped. This isn't directly about drama but tells me how much the curriculum changes are effecting teachers and students and how all focus is now going on the core subjects of maths, English and Science. Here is the head masters letter to his schools parents:
http://www.telegraph.co.uk/education/2016/04/15/headmaster-writes-scathing-resignation-letter-attacking-governme/
Another interesting article this week was about staff happiness and how this can impact on practice. Here is the link:
http://www.earlyyearscareers.com/eyc/latest-news/staff-happiness-impact-practice/
I have also been thinking this week about dramatherapy and how children learn in different ways. The school system sometimes doesn't cater for these needs. I decided to learn a bit more about the didn't ways to learn and found this fantastic image:
http://edudemic.com/wp-content/uploads/2012/11/7-styles-of-learning.jpg
From this I think I am definitely a visual learner. When ever I have done exams I would always even visualise my revision texts books when answering a question and believe I have a bit of a photographic memory. I can't recall every word but I find it very easy to learn scripts and learn chunks of dialogue for a speech or show. And I always do it by visualising the page of text. However, I was unaware of some of these other ones mentioned and thinking about it I'm probably solitary too. I have to have silence when studying and even struggle to take things in if I can hear faint music or a television in the background. I admire people who can study like that! I also need to figure things out in my own head my own way so I tend to struggle with group study in subjects I'm not confident with. Group discussion however I love! I also lean towards kinaesthetic leaning too. I like to role play and use diagrams and to learn. So just looking at myself and analysing that, I can start to see why I struggled with certain subjects at school. I excelled at English, art, drama, pe, history....all the creative subjects basically! And I really struggled with science and maths. I just couldn't get the information into my head and now I think back to my teachers at 16 and how it was taught I see why. It's very interesting and also fascinating. I am passionate about children needing to learn in different ways to reach their true potential and am against the way children are tested in the UK. Many exam results don't reflect their knowledge. I always had on my school reports "Lucy's exam result does not reflect her class work" It got me thinking more about my inquiry and how important drama is to learn a variety of skills and how essential it is to incorporate aspects of it into all subjects.
https://www.facebook.com/natgeotvUS/videos/10153617771436005/
I also saw a Facebook post this week that had been shared across the county thousands and thousands of times. It was a post from a desperate mother of an Autistic man. The gentleman had been to university and studied computer science but since graduating 2 years ago is still to find work. He has sent 100s of applications and always has the door closed on him. He is obviously intelligent enough to do the tasks but socially he has not been accepted as part of the work force highlighting the absolute need for support and help, potentially through drama or arts therapy. Here is the newspaper article about the Facebook post:
http://www.manchestereveningnews.co.uk/news/greater-manchester-news/autistic-mum-plea-job-appeal-11198611
Another article I read this week told of a primary school head teacher who has resigned due to the changing being made to the curriculum, setting unachievable goals for children. This links to my interest in a previous blog about how the school curriculum is changing and how the arts are being dropped. This isn't directly about drama but tells me how much the curriculum changes are effecting teachers and students and how all focus is now going on the core subjects of maths, English and Science. Here is the head masters letter to his schools parents:
http://www.telegraph.co.uk/education/2016/04/15/headmaster-writes-scathing-resignation-letter-attacking-governme/
Another interesting article this week was about staff happiness and how this can impact on practice. Here is the link:
http://www.earlyyearscareers.com/eyc/latest-news/staff-happiness-impact-practice/
I have also been thinking this week about dramatherapy and how children learn in different ways. The school system sometimes doesn't cater for these needs. I decided to learn a bit more about the didn't ways to learn and found this fantastic image:
http://edudemic.com/wp-content/uploads/2012/11/7-styles-of-learning.jpg
From this I think I am definitely a visual learner. When ever I have done exams I would always even visualise my revision texts books when answering a question and believe I have a bit of a photographic memory. I can't recall every word but I find it very easy to learn scripts and learn chunks of dialogue for a speech or show. And I always do it by visualising the page of text. However, I was unaware of some of these other ones mentioned and thinking about it I'm probably solitary too. I have to have silence when studying and even struggle to take things in if I can hear faint music or a television in the background. I admire people who can study like that! I also need to figure things out in my own head my own way so I tend to struggle with group study in subjects I'm not confident with. Group discussion however I love! I also lean towards kinaesthetic leaning too. I like to role play and use diagrams and to learn. So just looking at myself and analysing that, I can start to see why I struggled with certain subjects at school. I excelled at English, art, drama, pe, history....all the creative subjects basically! And I really struggled with science and maths. I just couldn't get the information into my head and now I think back to my teachers at 16 and how it was taught I see why. It's very interesting and also fascinating. I am passionate about children needing to learn in different ways to reach their true potential and am against the way children are tested in the UK. Many exam results don't reflect their knowledge. I always had on my school reports "Lucy's exam result does not reflect her class work" It got me thinking more about my inquiry and how important drama is to learn a variety of skills and how essential it is to incorporate aspects of it into all subjects.
Wednesday 13 April 2016
Knowledge
As I continue to research my topics of interest and work on my potential lines of enquiry, I keep coming back to the section on knowledge in Reader 4. I thought about the knowledge and skills needed to be a professional in my field. At work we had recently had a training on attributes that contribute to what makes a great teacher. Popular choices were:
Trust
Be inspiring
Creative
Confident
Able to multi task
Patience
Be caring
We had to list them in order of importance and it was interesting to see how different everyone's views were. It just shows that there is no set rule book to being a good teacher. You have to go with what you feel and create your own teaching style that suits you.
I think it's also essential as a teacher to be open to always learning new knowledge from your colleagues. Learning in the workplace is important. Innovative ideas to tackle new problems are always welcome. I also feel that every kid I teach teaches me something as well. Whether it's how to manage a certain behaviour or understanding a child's unique learning skills and personal traits. Every child is different and demands different skills.
"Workplace knowledge doesn't always fit into neat categories" (Reader 4)
"Knowledge of how different disciplines function, how they articulate a problem, investigate it and report on the outcomes and knowledge of the values that guide their thinking and practising provides students with a wider repertoire of learning tools, which is clearly an advantage in a complex world." (Kreber, 2009, p16)
Knowledge is also about the business and management side of running a school. You can be the most fantastic teacher but this side of the job requires a different skill set. You need to be efficient, organised, firm, decisive, be a good leader....but then you can also use your knowledge of being a teacher and bring those attributes in too as running a school requires creativity, confidence and all the other skill sets mentioned above.
Inter discipline is when more than one discipline is being used to contextualise the knowledge.
I jotted down in my notepad too that "Identifying knowledge and skills in the workplace can be part of the questioning process of professional enquiry" (Reader 4) This is something I need to keep referring back to. I also wanted to make a note about competence and capability.
Competence - the ability to do a specific job
Capability - the scope to which a person can gain new knowledge. This is an over riding concept in WBL.
It made me think about my job and how often am I just doing the essentials and how often to I go above and beyond to gain new knowledge and really learn something new. I think many people in all careers just do their job. They feel they have done their exams, their training, they know what they are doing. They have no desire to push themselves to learn more. This got me thinking about my future and think about what knowledge and skills I need to learn. I am starting to think I might go into Dramatherapy. The skills and knowledge I need to acquire are slightly different to what I do now as some of the work will be 1-1. Also, most of the children I currently teach want to be there. They love drama. It will be challenging trying to engage children who have a variety of different social or personal issues. I think I need to work on my patience and I can be indecisive too. I also stress a lot! I take things to heart and am a real worrier at times! I'm a real perfectionist! I admire a lot of my colleagues at work and hope to gain more knowledge of how to improve these skills in the next year. I can look at other professionals in my field who I don't work with and also learn from them.
Trust
Be inspiring
Creative
Confident
Able to multi task
Patience
Be caring
We had to list them in order of importance and it was interesting to see how different everyone's views were. It just shows that there is no set rule book to being a good teacher. You have to go with what you feel and create your own teaching style that suits you.
I think it's also essential as a teacher to be open to always learning new knowledge from your colleagues. Learning in the workplace is important. Innovative ideas to tackle new problems are always welcome. I also feel that every kid I teach teaches me something as well. Whether it's how to manage a certain behaviour or understanding a child's unique learning skills and personal traits. Every child is different and demands different skills.
"Workplace knowledge doesn't always fit into neat categories" (Reader 4)
"Knowledge of how different disciplines function, how they articulate a problem, investigate it and report on the outcomes and knowledge of the values that guide their thinking and practising provides students with a wider repertoire of learning tools, which is clearly an advantage in a complex world." (Kreber, 2009, p16)
Knowledge is also about the business and management side of running a school. You can be the most fantastic teacher but this side of the job requires a different skill set. You need to be efficient, organised, firm, decisive, be a good leader....but then you can also use your knowledge of being a teacher and bring those attributes in too as running a school requires creativity, confidence and all the other skill sets mentioned above.
Inter discipline is when more than one discipline is being used to contextualise the knowledge.
I jotted down in my notepad too that "Identifying knowledge and skills in the workplace can be part of the questioning process of professional enquiry" (Reader 4) This is something I need to keep referring back to. I also wanted to make a note about competence and capability.
Competence - the ability to do a specific job
Capability - the scope to which a person can gain new knowledge. This is an over riding concept in WBL.
It made me think about my job and how often am I just doing the essentials and how often to I go above and beyond to gain new knowledge and really learn something new. I think many people in all careers just do their job. They feel they have done their exams, their training, they know what they are doing. They have no desire to push themselves to learn more. This got me thinking about my future and think about what knowledge and skills I need to learn. I am starting to think I might go into Dramatherapy. The skills and knowledge I need to acquire are slightly different to what I do now as some of the work will be 1-1. Also, most of the children I currently teach want to be there. They love drama. It will be challenging trying to engage children who have a variety of different social or personal issues. I think I need to work on my patience and I can be indecisive too. I also stress a lot! I take things to heart and am a real worrier at times! I'm a real perfectionist! I admire a lot of my colleagues at work and hope to gain more knowledge of how to improve these skills in the next year. I can look at other professionals in my field who I don't work with and also learn from them.
Research on Drama in the curriculum
In the last week it has come to my attention how quickly drama is falling off the national curriculum. I am incredibly passionate about the benefits drama lessons can have on any individual from any background but as I researched I found an abundance of articles informing me about the seriousness of the problem. Below are articles I found particularly helpful in educating me as to what was going on in schools:
http://www.theguardian.com/teacher-network/teacher-blog/2013/jan/07/drama-subject-government-education
http://www.theguardian.com/teacher-network/teacher-blog/2012/oct/30/defence-school-drama-arts-curriculum-ebacc
http://www.theguardian.com/education/2015/feb/17/arts-and-culture-systematically-removed-from-uk-education-system
I few points of interest came up. As you can see from the dates, this issue has been going on for years, however, seems to be only declining instead of resolving. I reflected on my own practice with regards to 'not enough sign ups' in extra curricular activities. I teach at a drama school but we also do some extra curricular work at nearby schools. In my opinion, parents are sometimes anxious to sign their child up for drama if their child isn't confident. As a parent you would probably limit your child to one or two extra curricular activities depending on how much money you have or how important you feel they are. Many parents probably don't want to pay and send their child to something the child isn't initially keen on. Therefore, drama isn't hitting the key children who need it. Children who suffer with low confidence or low self esteem. Also, I think some parents are too focused on core school subjects. I was also intrigued to read that there seems to be an overwhelming feeling that drama is for middle class, white children. The articles really stress how much drama in schools is struggling and decisions are being made by the powers above who probably have no personal interest in the subject therefore can't see the benefits. I found an article
http://www.kdstudio.com/2012/09/24/six-lessons-learned-in-acting-classes-that-can-benefit-your-entire-life/ I could relate to stating some of the many benefits of drama lessons. Some key points were:
CONFIDENCE
PUBLIC SPEAKING
TEAM WORK
POISE
CONVERSATION
UNDERSTANDING VIEWPOINTS
I also think:
SELF ESTEEM
UNDERSTANDING EMOTIONS
ROLE PLAYING REAL LIFE SITUATIONS HELPS SOLVE PROBLEMS
LEARNING TO NOT FEAR FAILURE
LEARNING THE IMPORTANCE OF WORKING HARD
BEING ABLE TO IMPROVISE ON THE SPOT
ACCEPTING OTHERS WHATEVER THEIR BACKGROUND
I could go on and on!
I found an interesting article AGAINST having drama on the curriculum! Paul Roseby, head of the National Youth Theatre, questions the relevance in the article below claiming GCSE drama is not the right way to teach the subject:
http://www.independent.co.uk/news/education/education-news/take-drama-off-gcse-curriculum-insists-national-youth-theatre-boss-9831791.html
I kind of agree with him after reading this week that GCSE drama is no longer going to include theatre trips! Which means a student can pass the exam without ever having seen any live shows! All their research will be from youtube! The article is below:
https://www.thestage.co.uk/news/2016/school-theatre-trips-under-threat-as-gcse-drama-drops-live-show-requirement/
http://www.theguardian.com/teacher-network/teacher-blog/2013/jan/07/drama-subject-government-education
http://www.theguardian.com/teacher-network/teacher-blog/2012/oct/30/defence-school-drama-arts-curriculum-ebacc
http://www.theguardian.com/education/2015/feb/17/arts-and-culture-systematically-removed-from-uk-education-system
I few points of interest came up. As you can see from the dates, this issue has been going on for years, however, seems to be only declining instead of resolving. I reflected on my own practice with regards to 'not enough sign ups' in extra curricular activities. I teach at a drama school but we also do some extra curricular work at nearby schools. In my opinion, parents are sometimes anxious to sign their child up for drama if their child isn't confident. As a parent you would probably limit your child to one or two extra curricular activities depending on how much money you have or how important you feel they are. Many parents probably don't want to pay and send their child to something the child isn't initially keen on. Therefore, drama isn't hitting the key children who need it. Children who suffer with low confidence or low self esteem. Also, I think some parents are too focused on core school subjects. I was also intrigued to read that there seems to be an overwhelming feeling that drama is for middle class, white children. The articles really stress how much drama in schools is struggling and decisions are being made by the powers above who probably have no personal interest in the subject therefore can't see the benefits. I found an article
http://www.kdstudio.com/2012/09/24/six-lessons-learned-in-acting-classes-that-can-benefit-your-entire-life/ I could relate to stating some of the many benefits of drama lessons. Some key points were:
CONFIDENCE
PUBLIC SPEAKING
TEAM WORK
POISE
CONVERSATION
UNDERSTANDING VIEWPOINTS
I also think:
SELF ESTEEM
UNDERSTANDING EMOTIONS
ROLE PLAYING REAL LIFE SITUATIONS HELPS SOLVE PROBLEMS
LEARNING TO NOT FEAR FAILURE
LEARNING THE IMPORTANCE OF WORKING HARD
BEING ABLE TO IMPROVISE ON THE SPOT
ACCEPTING OTHERS WHATEVER THEIR BACKGROUND
I could go on and on!
I found an interesting article AGAINST having drama on the curriculum! Paul Roseby, head of the National Youth Theatre, questions the relevance in the article below claiming GCSE drama is not the right way to teach the subject:
http://www.independent.co.uk/news/education/education-news/take-drama-off-gcse-curriculum-insists-national-youth-theatre-boss-9831791.html
I kind of agree with him after reading this week that GCSE drama is no longer going to include theatre trips! Which means a student can pass the exam without ever having seen any live shows! All their research will be from youtube! The article is below:
https://www.thestage.co.uk/news/2016/school-theatre-trips-under-threat-as-gcse-drama-drops-live-show-requirement/
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