Date of Award

2003

Degree Type

Thesis

Degree Name

M.Ed.

Department

Education

First Advisor

Smith, Kara,

Keywords

Education, Art.

Rights

CC BY-NC-ND 4.0

Abstract

This study examined whether weekly drama sessions based on the sociodramatic theories of Boal (1985) could be used to change intermediate student outlook on life. Grade Eight students participated in ten, forty-minute weekly drama sessions. Each session consisted of activities based on the work "Theatre of the Oppressed," created by Augusto Boal. This was a pre-existing group of "at-risk" adolescents. They had been identified by school staff as being "at-risk" due to behavioural problems in the classroom, lack of motivation in classroom activities, social problems in the classroom and playground, and lack of respect towards peers and/or staff. Often these students were problematic due to varied backgrounds. Data was collected in many forms. Before students participated in the drama sessions, they wrote a pre-test of the Piers Harris Children's Self-Concept Scale. Students wrote a post-test of this same scale after the tenth drama session. Students wrote in personal reflective journals at the conclusion of each drama session. Field notes on student participation were taken by the teacher-researcher. A final member check was conducted in the form of a written questionnaire. (Abstract shortened by UMI.) Source: Masters Abstracts International, Volume: 42-01, page: 0022. Adviser: Kara Smith. Thesis (M.Ed.)--University of Windsor (Canada), 2003.

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