Policy Paper - Drama Improves Lisbon Key Competences in Education

“ “
Learning through drama how to help people
with troubles was really great.”
Špela, 14 year-old student, Slovenia
To sum up, students who regularly participate in educational theatre and drama activities
are more empathic: they show concern for others and they are more able to change their
perspective. They are better in problem-solving and coping with stress. They are more
likely to be a central character in the class. They are very significantly more tolerant
towards both minorities and foreigners, and they are much more active citizens: they
show more interest in voting or participating in public matters.
Spirituality, universality means to be smarter and
better educated in every sense. More tolerant to
attitudes, opinions, cultures different from one’s
own. The most important, however, is socialising
with the circle of people striving for the same goals,
and to think and have fun in the same way."
Filip Hadžić,15 year-old Serbian student
Another illustrative chart shows how interest in active participation changes when
research and control groups are compared.
0.58
R e s u l t s
The following chart is a vivid illustration of how the social acceptance of the out-group
changes in the research group and in the control group.
average score on a scale of 1-5
3.25
3.00
2.75
2.50
2.25
input
“
control
research
output
Chart 13. Differences between the
continuous research group (who
have participated in educational
theatre and drama activities) and
the control group (who have not)
in the acceptance of the out-group
(the least accepted nationality or
minority in the country).
To be honest what I saw was very amusing. My daughter
used to tell me constantly about her day and what she
does because she was with you [TDP] for a long time. I
noticed a lot of changes in her. She’s quieter now, she
loves studying, discusses things with me, wakes up
early, and helps her sisters with their homework and
explains to them what to do."
Mother of Arzak, Palestine
average score on a scale of 1-5
0.57
0.56
0.55
0.54
0.53
control
research
input
output
“
Empathy, tolerance, paying attention to
each other, understanding their behaviour,
independent decision-making."
Answer of the teacher from Bakáts Téri
Primary School (Budapest, Hungary) to
the question: What have the children
learnt and what skills have improved
through the drama programme?
Chart 14. Differences between
the research group (who have
participated in educational
theatre and drama activities)
and the control group (who have
not) in attitudes towards active
participation.
R e s u l t s
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