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Drama education and development of self: Myth or reality

Wright, P. R. (2006) Drama education and development of self: Myth or reality. Social Psychology of Education , 9 (1). pp. 43-65.

Link to Published Version: http://dx.doi.org/10.1007/s11218-005-4791-y
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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.

Publication Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: Kluwer Academic Publishers
Copyright: © Springer 2006
URI: http://researchrepository.murdoch.edu.au/id/eprint/2913
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