Browsing by Subject "ryhmäluovuus"
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(2015)Objectives. In this study, the aim is to examine pupils' behaviour and behaviour management in drama lessons. Drama education is based on student-centred teaching and experimental learning, which is seen as a challenge for behaviour management and a huge risk for misbehaviour. On the other hand, in drama education pupils learn through creating and producing different solutions in groups, which is not possible in a strictly controlled environment. The aim of the study is also to clarify whether the behaviour management prevents group creativity in drama. At the same time, in this study, the observation tool of The Class Assessment Scoring System (CLASS) and its suitability for analysing the behaviour management of drama will be evaluated. Methods. This study is defined as a qualitative case study. The subject of the study was eight drama lessons for pupils ranging from first to third graders. The research material consisted of secondary video data that had been shot in drama lessons of four class teachers all specialised in drama. The material was analysed by using the behaviour management section of the CLASS tool and by categorising the situations of misbehaviour and the means of behaviour management. The results were then compared to previous study results of creative action in the drama lessons. Results and conclusions. The research shows that the pupils behaved as per the expectations and there were only minor occasions of misbehaviour in the lessons. Pupil behaviour received mainly high grades (6–7 on a scale of 1–7) while the grades of behaviour management were constantly lower (3,5–6 on a scale of 1–7). Behaviour management was based on reactivity instead of proactivity. The results endorse previous information that pupil compliance is supported by persistent prevention including created and sustained drama contract as well as active working for good group relations and positive atmosphere. Pupil behaviour was at its best when the teachers did not constantly control the pupils. Previous research shows that high-quality behaviour management supports group creativity in drama. CLASS tool is seen suitable for analysing behaviour management in drama lessons especially when considering drama elements such as the drama contract and pupil devotion.
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(2016)Objectives. The academic relevance of this study is to increase knowledge of the factors that improve the quality of drama education. The study uses Instructional Learning Formats (hereinafter referred to as ILF) as the starting point. The first research question examines what kinds of ILF's were employed in the analysed drama lessons. The Second research question aims to find out if those ILF's are linked to group creativity during drama. The third and final research question scrutinizes the suitability of The Classroom Assessment Scoring System™ (CLASS) observation instrument to analyse drama lessons. Methods. This study is a qualitative case study. The main focus of the research were the different ILF's employed in first to third grade drama lessons. The research material consisted of eight taped drama lessons held by specialized drama teachers. The material was analysed by using the CLASS observation instrument focusing on the use of ILF's during drama classes and does their use generate group creativity. The main factors that were examined were the influence of teacher's behaviour and the methods used by the teacher on student's staying interested and committed to teaching activities. Conclusions. The examined lessons received mid and high range scores (4-6, scale being 1-7). Central factors to engaging students and increasing group creativity were the teacher's personal involvement, presence, facilitating student's engagement, clarity of learning objectives and creating an understanding and open-minded atmosphere in class. The best drama methods to support group creativity are those that utilize work in small groups. Especially consensual planning in small groups improves the possibility for students to participate, present their own ideas and to strive to find creative solutions together to hypothetical problems presented during drama.
Now showing items 1-2 of 2