Creating a sense of 'self' in Drama

Thesis

This thesis examines the development of student self-concept following a group of Year 8 students. Through the intervention of a one-hour lesson of drama each week culminating in the performance of a production by the students to parents. It examines specific interventions within the time period and evaluates how useful the interventions were, focussing on feedback (teacher and peer), modelling, workshopping and setting. It also discusses the role of drama within English schools in general and what place it might play in the future. Although it was difficult to come to specific conclusions of the impact that the intervention had on self-concept as a whole, the research suggested that specific parts were most useful, including the type and style of feedback given, the nature of the collaboration and the setting of the students by ability when they were cast into roles.

Authors: Gallagher Power, L

• DOI: 10.5287/ora-av2p8xqkq
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT 2022; MLT
• Subjects: Education