Policy Paper - Drama Improves Lisbon Key Competences in Education

15
• 41 programmes were led by one expert, 67 programmes were jointly led by two or
more experts (data missing in 3 cases).
• The professional experience of the programme leaders varied from two months to
34 years; the average was 9.33 years of experience:
Mean = 9,33
B.1. Effect of educational
theatre and drama on
key competence
“Communication
in the mother
tongue”
Communication
in the mother tongue*
Communication in the mother tongue
is the ability to express and interpret thoughts,
feelings and facts in both oral and written form
(listening, speaking, reading and writing), and to interact
linguistically in an appropriate way in the full range of
societal and cultural contexts — education and training,
work, home and leisure, according to their specific needs
and circumstances.
*It is recognised that the mother tongue may not in all
cases be an official language of the Member State,
and that ability to communicate in an official language
is a pre-condition for ensuring full participation of the
individual in society. Measures to address such cases
are a matter for individual Member States.
R e s u l t s
Number of programmes
10
5
Analysing the input measurement
data, when those students
who regularly participate in
educational theatre and drama
activities are compared with those
who do not, significant differences
are found on the following scales: 46
Recommendation of the European Parlia ment
and of the Council, of 18 December
2006, on key competences
for lifelong
learning
R e s u l t s
0
0 10,00 20,00 30,00 40,00
How long has the programme leader practised educational theatre and drama?
Chart 10. Length of time that the
programme leaders had been
practising educational theatre
and drama
Regarding the host schools of the students participating in the 111 programmes,
• 13 were elementary schools, 80 were middle or secondary schools, 7 were
vocational schools (data missing in 11 cases).
• 93 were run by the state or by the municipality, 2 by the church, 10 by a private
body and 2 were a mixture of these (data missing in 4 cases). Please note that
84% of the participants of the measured programmes came from a school run
with public money – therefore the following research results refer mainly to
theatre and drama activities taking place in public schools, and therefore the
recommendations in Section C should be considered by those bodies running
these schools, i.e. municipalities and ministries.
• 12 were elite schools, 10 were schools for disadvantaged students, 1 was a school
for a special minority, 5 were schools for students with special needs and 36 were
specialised in some other way.
Scale
Reading and
understanding
(self
assessment)
Confidence in
communication
(self
assessment)
Humour (selfassessment)
Some typical questions
from the scale
Mean
score of
those who
participate
in drama
Mean
score of
those who
do NOT
participate
in drama
Difference
Significance
“I easily understand school
textbooks.”
“I like reading.”
“I understand metaphors,
symbols.”
“It is easy for me to read a
newspaper.”
3.8459 3.6352 4.21 % p