Browsing by Author "Louhivuori, Nelli"

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.