Intervention: Integrated drama-based language learning curriculum on social
cognitive skills aka Theory of Mind and executive function
Age: Pre-school (3-5 years old)
The programme being evaluated was known as the Georgia Wolftrap program using drama-based strategies to develop children’s social cognitive skills (e.g. empathy). Three schools were randomised to receive the intervention and another three served as waiting controls. However, only a subgroup of 83 children were considered for analysis (41
intervention and 42 control randomly selected). High attrition (24%) after pre-test and high proportion of missing data (42% from intervention and 33% from control). Only 52 children’s data were analysed. The intervention included lessons on vocabulary development, story-telling and re-telling, exploration of character, discovery of meaning, and use and understanding of emotional expression. The activities involved elaborating on the story themes, creating new characters and plots, and role-playing. Control children received direct standard instruction. A range of tests were used to measure children’s TOM and EF. Results showed that both groups
improved between pre- and post-tests, and although experimental group made slightly bigger gains, no differences were detected after controlling for pre-test. Gains in neuropsychological development were likely to be due to natural maturation.
Impact: No effect on children’s TOM and EF Evidence: Weak
Small sample (n=83), with a high proportion of non-response and missing data (42% from intervention and 33% from control).
18. Freeman, G. D., Sullivan, K., and Fulton, C.R. (2003) Effects of creative drama on self-concept, social skills and problem behaviour. The Journal of Educational Research, 96(3), 131-138. (US)
Intervention: Creative drama on social skills, self-concept and problem behaviour Age: Primary (age 8-10)
This study examined the effects of creative drama on social skills, self- concept and problem behaviour on 237 children aged 8-10. Children were randomly selected and randomly assigned to groups. Experimental children took part in drama activities one day a week (40 mins each) for 18 weeks. Activities involved children acting out situations through role play and working cooperatively with each other to express actions and emotions. The aim was to improve self-concept, self-discipline and social skills. All the children had other enrichment activities on the other days on a rotation: music, library, PE, art and computer. On music day control children had
children had creative drama activities taken by a qualified drama instructor. Children and the music instructor had no knowledge of the experiment. Since the instructor was not informed of the outcome to be measured, they were not able to select activities relevant to the objectives of the experiment. There was therefore some discrepancy between what was intended and what was taught and measured.
Validated, standardized Student Self-Concept Scale was used to measure children’s self-concept (including academic self-concept and social self- concept). Social Skills Rating system (validated instrument) was used to measure social skills and problem behaviour. Attrition was low (12%). Analyses of results showed no significant differences between control and treatment groups on measures of self-concept, frequency of problem behaviour and social skills.
Impact: No impact on non-cognitive skills Evidence: Medium
Well-conducted experimental design with proper randomisation and pre- post-test comparisons.
Although the sample was reasonably large (n=237), this was divided into 4 groups. Effectively there were only 49 in treatment group and 47 in the control with pre- and post-test. The other two groups had only post-test scores.
Instructors were also kept blind to the outcomes measured, so the intervention may not be consistent with the outcomes intended. As the control group was involved in music, an arts activity, comparing
music and drama may obscure the benefits of the treatment if participation in music influences the traits related to the outcomes measured.
19. Daykin, N., Orme, J., Evans, D., Salmon, D., McEachran, M., and Brain, S. (2008) The impact of participation in performing arts on adolescent health and
behaviour: A systematic review of the literature. Journal of Health Psychology, 13(2), 251-264. ISSN 1359-1053 (UK)
Intervention: Performing arts on health and behaviour Age: Secondary (age 11-18)
The review looked at a range of arts (music, performance, dance and drama) in community settings and as a extra-curricular activity in
mainstream schools. A total of 15 studies, of which only 3 RCTs and 3 quasi- experiments were identified. Most of the studies were on drama, and outcomes ranged from self-concept, social skills, behaviour to attitudes and knowledge about sexual health. For the purpose of our review, we
analysed only those which looked at cognitive and non-cognitive outcomes (but not those relating to sexual health).
One RCT of 122 at-risk children aged 11 in the UK (McArdle et al. 2002) reported significant improvements in self-concept (measured using a Multidimensional Self-Concept Scale and teacher reported assessments of behaviour among the drama group compared with the control.
Intervention group involved a one-hour group drama session every week for 12 weeks. The control group attended classes on maths and English. The side effects of missing lessons on the national curriculum subjects were not tested.
A Canadian study using a range of validated instruments compared 24 children who participated in a 15-week drama intervention with another group of children in another school which were not involved in the drama intervention (Walsh-Bowers and Basso 1999). Results on validated tests were inconclusive although parents rating of social skills showed that treatment group made significant improvements over the control group. Walsh-Bowers and Basso (1999) conducted another study on a group of 29 children who received the same drama intervention. Their outcomes were compared with children from 3 other classes that did not receive the intervention. Results showed no differences between groups in peer relationships, although teachers reported improvements in behaviour. Observation and interview data suggest that the drama intervention had a negative effect on children’s attitude towards drama. Children were reluctant to engage with the activities and one group eventually dropped out.
The evidence of the two Canadian studies is weak because of the small sample, lack of randomization and blinding and problematic use of comparison group.
Other ethnographic and action research studies did not evaluate outcomes. For example, a Scottish study involving 20 pupils aged 10 to 16 described the intervention and how it was enthusiastically received and its effects on young people’s use and experience of health services (Jackson 2003). These were based on interview with the participants. There was no comparison with children receiving alternative programmes, such as through literature
or informative workshops about health services which may be equally effective.
Impact: Overall the evidence of impact of performing arts on young people’s wider
outcomes is weak.
Evidence: Weak, small sample, no random allocation nor blinding and problematic
comparison group