Policy Paper - Drama Improves Lisbon Key Competences in Education

R e s u l t s
B.3. Effect of educational
theatre and drama on
key competence
“Interpersonal,
intercultural and social
competences and
civic competence”
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:
Scale
Empathic
concern
Empathic
perspectivetaking
Problemsolving
Coping with
stress
Some typical questions
from the scale
“I sometimes try to understand
my friends better by imagining
how things look from their
perspective.”
“I believe that there are two sides
to every question and I try to look
at them both.”
“I often have tender, concerned
feelings for people less fortunate
than me.”
“When I see someone being
taken advantage of, I feel kind of
protective towards them.”
“I resolve most everyday
problems.”
“I resolve most emotional upsets
that come up.”
“I try to think of different ways to
solve problems.”
“I make a plan for action.”
“I try to analyse problems that
happen so that I can understand
them better.”
Mean
score of
those who
participate
in drama
Interpersonal,
intercultural and
social competences, civic
competence
These competences cover all forms of behaviour
that equip individuals to participate in an effective
and constructive way in social and working life, and
particularly in increasingly diverse societies, and to
resolve conflict where necessary. Civic competence
equips individuals to fully participate in civic life,
based on knowledge of social and political concepts
and structures and a commitment to active and
democratic participation.
Recommendation of the European Parlia ment
and of the Council, of 18 December
2006, on key competences
for lifelong
learning
Mean score
of those
who do NOT
participate
in drama
Difference
Significance
3.7108 3.5845 2.53 % p