Policy Paper - Drama Improves Lisbon Key Competences in Education
Policy Paper - Drama Improves Lisbon Key Competences in Education
Policy Paper - Drama Improves Lisbon Key Competences in Education
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2. One-occasion theatre <strong>in</strong> education programme, United K<strong>in</strong>gdom,<br />
duration: 2 h, 5 m<strong>in</strong>.<br />
20<br />
18<br />
18<br />
Duration <strong>in</strong> m<strong>in</strong>utes<br />
16<br />
small group<br />
drama work<br />
teacher presentation<br />
14<br />
12<br />
10<br />
11<br />
11<br />
11<br />
8<br />
R e s u l t s<br />
theatre performance<br />
18<br />
7<br />
student presentation<br />
12<br />
16<br />
small group<br />
discussion/debate<br />
class discussion / debate<br />
6<br />
4<br />
2<br />
0<br />
Teacher presentation<br />
3 3<br />
Teacher presentation<br />
Small group discussion / debate<br />
2<br />
Student presentation<br />
2<br />
Theatre performance<br />
Teacher presentation<br />
Small group discussion / debate<br />
3<br />
1 1<br />
Student presentation<br />
Class discussion / debate<br />
1<br />
Student presentation<br />
4<br />
3<br />
Small group drama work<br />
Class discussion / debate<br />
Class discussion / debate<br />
2<br />
Class discussion / debate<br />
6<br />
Teacher presentation<br />
2<br />
4<br />
Class discussion / debate<br />
Chart 22. Sequence & length of work forms accord<strong>in</strong>g to <strong>in</strong>dependent observers; a programme from the United<br />
K<strong>in</strong>gdom<br />
R e s u l t s<br />
Chart 20. Frequency of the different types of educational theatre and drama activities accord<strong>in</strong>g to <strong>in</strong>dependent<br />
observers; a programme from the United K<strong>in</strong>gdom<br />
Individual work<br />
Pair work<br />
Class drama work<br />
Small group drama work<br />
Theatre performance<br />
Student presentation<br />
Class discussion / debate<br />
Small group discussion<br />
/ debate<br />
Teacher presentation<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
0<br />
5<br />
8<br />
10<br />
12<br />
12<br />
Work forms and <strong>in</strong>teractions<br />
24<br />
26<br />
0 10 20 30 40 50 60<br />
34<br />
38<br />
Teacher <strong>in</strong>itiates <strong>in</strong>teraction<br />
Student <strong>in</strong>itiates <strong>in</strong>teraction<br />
Chart 21. Frequency of <strong>in</strong>itiations of <strong>in</strong>teractions accord<strong>in</strong>g to <strong>in</strong>dependent observers; a programme from<br />
the United K<strong>in</strong>gdom<br />
50<br />
Clusters<br />
If we statistically create groups 53 accord<strong>in</strong>g to the similarities <strong>in</strong> the work form patterns<br />
dur<strong>in</strong>g the observed sessions, we f<strong>in</strong>d five different groups:<br />
Average occurrences of the work forms<br />
Cluster 1 2 3 4 5<br />
Teacher presentation 6 2 1 2 1<br />
Student presentation 2 0 0 0 1<br />
Theatre performance 1 8 1 2 0<br />
Class discussion / debate 4 7 2 5 1<br />
Class drama work 2 0 10 4 2<br />
Small group discussion / debate 1 0 1 3 0<br />
Small group drama work 2 0 1 2 1<br />
Pair work 0 0 1 0 1<br />
Individual work 0 0 1 0 0<br />
Break dur<strong>in</strong>g activities 0 0 3 3 1<br />
Table 9. Observation clusters<br />
Please note: the numbers <strong>in</strong>dicated <strong>in</strong> the table are the average occurrences of the work<br />
form <strong>in</strong> an educational theatre and drama programme belong<strong>in</strong>g to that cluster; it does<br />
not mean that all programmes belong<strong>in</strong>g to that cluster have exactly the same structure,<br />
53 This is called “cluster analysis”, See Appendix D3.<br />
58<br />
59
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