Joining the Conversation: Step Two

Kayla Edge

April 9, 2013

English 1103

Joining the Conversation: Step Two

            Recently, the lack of interest in theatre education in elementary schools has pushed researchers to elaborate on the benefits the education presents. Early studies began to find the significant benefits in young children. To verify these findings, more researchers got involved with their own studies. This paper describes five sources and how they contribute to the conclusion that theatre arts education highly benefits the cognitive and social development elementary school students.

            Through the first articled studied, the author focused on the research question: how do elementary school theatre arts programs impact the cognitive development skills in children? It was concluded that the purpose of the author’s study was to articulate the cognitive development skills that are gained when children participate in theatre arts. With the proper research, she plans to use the study as a platform to contribute to funding for more theatre arts programs (Miller, 2011). Similarly, in the second article, the purpose of the study was to explore how teachers can incorporate theater arts into their lessons and teaching styles, and to find if the incorporation has a positive effect on students. If teachers do not take it upon themselves to seek creative ways to expose students to theatre arts, those skills may never be obtained (Brock, 2011).

One of the traits gained by students involved in theatre is self-discipline. It has been concluded that the process of moving from ideas, to actions, to performances teaches the skills of practice and perseverance. Drama games and creative movement improve self-control in the children (Drama Education Network). The idea that drama can contribute to self-discipline, personal and emotional development, and human relationships, has been shown by many researchers. Also, through theatre, it is possible for children to address their personal and social needs, as well as come to terms with their own selves in the world (Wooster, 2007). Through Miller’s research, she produced the musical Peter Pan with a group of elementary school students. One student that showed great improvement was a child named Brian. Before starting rehearsals, Brian’s teachers informed her that he has had trouble in school, in his academics, and behavior in the past. As soon as he was cast, Brian showed a great commitment outside of his normal character to the play, and his part. He was on time to rehearsals, focused during his scenes, and promptly learned all his lines (Miller, 2011).

Another conclusion from research concludes that students are fully involved in learning with theatre arts. They are immersed into the subject. Their bodies, minds, and emotions are extremely active when they become engrossed in the theatre (Moore, 2004). With this information, it is important for other researchers to find ways that teachers are incorporating this learning into their everyday teaching lessons. The possibility of teachers using theatre as a means of teaching can greatly influence the amount of information the students are retaining. For example, “if the students are having an enjoyable time writing and performing a skit about how the human digestive tract works, they are learning while having a good time and may not actually realize that they are doing school work and learning (Brock, 2011).”

The skill of communication has been shown in students who are involved in theatre at a young age. Theatre “enhances verbal and nonverbal expression of ideas. It improves voice projection, articulation of words, fluency with language, and persuasive speech (Drama Education Network)”. Similarly, Miller found that students apply processes and skills in composing, arranging, and performing work. They use a variety of ways to communicate meaning and intent in their own original formal and informal work (Miller, 2011). Personally, I have found that I had a significant improvement on my communication and speaking skills through involvement with theatre. Not being able to give a speech or presentation was an insecurity of mine while I was younger. Theatre allowed me to speak in front of an audience of hundreds, without being “myself”. I was able to portray myself as someone else, which helped me get over the fear of public speaking and improve my communication.

Through interview and observations, Brock also found that theater arts integration in the classroom creates moral and creative expression for the students. If the children are allowed this opportunity of expression, they will feel more in control of their education. School will be less of a chore and more of a privilege (Brock, 2011). “Educational drama essentially uses children’s innate ability to play and role-play as a way to deepen and make their process of learning more efficient (Wooster, 2007).” Also, it focuses on the students’ ability to concentrate. By playing, practicing, and performing, children develop a focus of mind, body, and voice, which also helps in other school subjects and life (Drama Education Network).

Involvement in theatre arts also involves imaginative transformation and reflection on experiences, and helps students expand their ability to act out thoughts in their minds. This skill is necessary for organizing thoughts and problem solving situations in everyday life. Drama is also beneficial because of how much the students engage with each other (Moore, 2004). Theatre combines the creative ideas and abilities of its participants. This cooperative process includes discussing, negotiating, rehearsing, and performing (Drama Education Network). Overall, there is a good foundation of why theatre should be taught to children in elementary school. Without this way of teaching, students may not be exposed to these valuable skills that they will need in everyday life.

Works Cited

"The Benefits of Drama Education: Research reveals the positive impact of drama on a student’s

Physical, Emotional, Social, and Cognitive Development." DramaEd.net. Drama

Education Network, n.d. Web. 31 Mar 2013.

Brock, Jessica. "Integrating Theater Arts into the Classroom: The New Responsibilities of the

Elementary School Teacher." Online Submission (2011). ERIC. Web. 25 Mar. 2013.

Miller, Lauren. "Theatre Arts Programs: Impact of Cognitive Development in Elementary School

Students." Online Submission (2011). ERIC. Web. 25 Mar. 2013

Moore, Mandie. "Using Drama as an Effective Method to Teach Elementary Students." (2004):

pgs. 10-23. Web. 30 Mar. 2013.

Wooster, Roger.  Contemporary Theatre in Education. Chicago: Intellect Books, 2007. p. 10-27.

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