Primary and Secondary Research - Process Primary Research: • Drama workshops - Feedback • Art workshops - Feedback • Focus group 11/03/2023 • Drama club questionnaires 24/03/2023 Secondary Research: • Youth group • Drama
Drama Workshop DRAFT IDEAS 18/01/2023 – Today I completed my first draft for a drama workshop. In order to create it I did some research into games which promote teamwork and communication and took ideas from what I’ve seen whilst assisting with drama workshops and helping with the St George’s Youth Theatre Group. The session will last roughly 45 minutes and is catered for both Key Stage 1 (6-8 year olds) and also Key Stage 2 (9-11 year olds). I felt the need to make a different plan for each age division because of the vast difference between the way they express creativity and their maturity. I will begin both sessions by asking if they know what drama is, followed by a game which allows the students to get rid of any extra energy or nerves they may have, it also allows me to build a rapport with them. Then the sessions take different routes, the KS1 groups will listen to me read a book and page by page, they will do appropriate freeze frames depending on the context of that page. The KS2 groups will focus on improv, we will be walking from one side of the room to the other while portraying different characters, emotions, animals etc. I will be highlighting the key lexis of improv and freeze frames and will ask them to explain what each means at the end of the session. The final exercise is universal for both groups. I will divide the classes into groups of 5 or 6 and give each group a different prompt. They will have to execute the process of how the prompt happens. I’ll go around helping each group and after 10 minutes, each group will perform their machines and the other groups will try to guess what their prompt was. At the end of the session I will try to make it a full circle by asking them again, what is drama? Hopefully now they should have a more enhanced response than at the beginning of the session. I will also ask what freezeframes/improv is (depending on what session they experienced). Links to research: https://www.teachstarter.com/gb/blog/drama-games-for-kids-years-4-7-gb/ https://www.artsonthemove.co.uk/resources/drama-games.php#Fruitbowl https://brampton.newham.sch.uk/wp-content/uploads/2020/04/Drama-Games.pdf https://bbbpress.com/2016/07/drama-game-questions/ https://www.signupgenius.com/groups/drama-games-activities.cfm
IMO: With this being a general draft of a workshop, it isn’t specific as opposed to if it were planned for a certain date. After having met with St Mary’s Primary School I have found out that the drama club is made up of Year 5 and 6, meaning I will make more specialised workshops to suit Key Stage 2. When making these into workshops, as opposed to an afterschool club, I would like to make them more educational and structured around one main point. Hannah Simmonds, Performing Arts Faculty Leader: Hannah liked my workshop plan, especially with having an alternative activity to create the differentiation between Key Stage 1 and 2. Afterward, she shared an exemplar workshop plan which the Drama teachers use for primary school workshops (see below). She said that if my goal of these workshops are confidence building then this plan would be good, though using a central theme for them would be good otherwise. Drama Workshop Draft Feedback
Drama Club Plan: 1 Own thoughts: Before completing the session, I am very, very nervous with it being my first workshop that I will lead. Some games have been done the week before: fruit bowl, look down look up, however with these being quite popular and familiar, I think it would be good as a warm up for the students. The alphabet improv builds upon last weeks main focus task of crafting an argument, though this week with a twist. I think that they will like this twist as they found it very easy last week, so this will force them to think even more so out of the box to come up with ideas which will make their pieces whole. Own thoughts: After having completed this session, I’ve found that by taking out a warm up game, it will give more time for performances at the end of the session, which I have amended for future weeks. Some games were very popular: fruit bowl and group shape, however for some of the younger members of the group, the alphabet game was a little tricky. Everyone seemed to enjoy group shape and human knot, more so with the variations of being silent and making it into competitions. With us having played look down, look up the previous week, I decided to cut this out in order to have more time working on the performances toward the end of the session.
Drama Club Plan: 2 Own thoughts: Before completing the session, this session is featuring new games which the group haven’t tried before, which makes me worried as they may not like the games or even understand the instructions if I don’t explain them very well. Furthermore, I’m hoping for the final piece to focus on the directions (indicated in red, on the sheet to the right) however hopefully this isn’t too ambitious and challenging to read a script and focus on movement at the same time. Own thoughts: After having completed this session, I’m very content with how it went. Due to a room change as a result of the weather, we were in a much smaller room than anticipated so I was forced to change some games on the spot. Fortunately, thanks to the games library I have been creating, it was quite easy to think of alternate games. Instead of Prisoner, we played Look Up, Look Down, and then instead of the Key Game we played the One Word Story Game. I’m glad I had this test in adaptability because it confirmed that I would likely be able to in a high pressure situation so long as I am adequately prepared. They enjoyed the script and focussing on the actions highlighted. Furthermore I was really glad that they were able to use their imagination to find objects which they pretended were other things, for example starting outside of the room, climbing under a table acting as a tunnel and whiteboard pens as torches
Drama Club Plan: 3 Own thoughts: Before completing the session, this session has been planned with the weather in consideration (after last weeks room change due to the weather). Due to the scheduled rain, I have opted for activities which can be done in the smaller space we will be moved to. I’ve tried to still make these activities fun and enjoyable for the students. I’ve kept the same ‘if required’ game because it has not yet been used, therefore there is no need to change it. Fortunately this week we will be writing scenes, therefore wont need a large performance space as we will only be sharing ideas. This week I need to prepare some prompt ideas (write them on pieces of ripped up paper) and I also need to ensure I bring lined paper and pens for them to write scripts. I will be taking the scripts home or find a safe space in the school to keep them until the following week. Own thoughts: After having completed this session, I’m very happy with how this session went. It was the first one where I felt 100% in control, especially being entirely on my own (in previous weeks I led the session alone, however there was an adult present due to my absent DBS certificate). I was initially worried with the first two activities because I like to use high energy games initially to build excitement however these games seemed to serve the same purpose and get everyone comfortable, engaged and involved, especially once it turned into a competition. I didn’t have time for the Human Machine though this was a decision I took because everyone was very engaged with the prior games, especially the freeze frames.
Drama Club Plan: 4 Own thoughts: Before This session will be my last session with the drama club. I will be producing questionnaire forms for the students to fill in, with a mix of multiple choice, how likely and write your own styles of answers. I have chosen some of the most popular games since this is the last session before Easter, and the last session of the drama club at the school until at least summer term. Furthermore, I have decided to change the back up game for today to a more energetic closing game, also a favourite from a previous session, this is to leave on a good note if we require it after the performances (if we run ahead of schedule). I have taken to extending the time for the preparation of their own pieces, this to ensure we have the time to recap after last week’s scene writing. It also provides time to practise before performing their pieces. This decision was made after seeing the progress within last week’s session. Whilst every group managed to come up with their plot and share it with the group, we were a little rushed for time. Own thoughts: After In the session I decided to take a detour from the plan and asked the young people what games they would like to do the most, considering it was the last drama session of the year. I gave 25 minutes for both the preparation and the rehearsal of their own scenes which could have still seemed a bit short in my own opinion. By having a shorter time to work on it, there was the benefit of using skills learnt in previous sessions in order to convey their stories (freeze frames, improv). In this session I also gave out questionnaire sheets, displayed later in this PowerPoint, which provided some feedback.
Drama Club FEEDBACK Here is my feedback sheet from my role at the drama club. I think that this feedback is really honest and accurate because I know myself that I was really nervous at the beginning, as noted. I think that after watching an initial session, I was able to adapt future sessions to be similar within structure and yet different enough to keep the kids engaged, trying new games and developing new skills. By receiving all fours within the skills rating section, it tells me that I was somewhat successful within my time leading the club though it also gives me the rating of ‘excellent’ to work towards. It shocks me that I was given a 4 within the skill rating of ‘subject knowledge’ because I have never studied a drama course before and only know what I have learnt since helping with my first drama workshop in January. This tells me that I was able to learn quite quickly the key points to have in a drama session which suit the age range of 9-11, though I would have probably rated my subject knowledge as a two because it seems more accurate considering we only worked on four key, but well known skills. Overall I’m very pleased with my feedback for the drama club. After a few sessions I felt good afterwards because I knew I did well, so being able to see I was actually recognised as doing well is very encouraging.
Art Workshop – Ideas Links to research: https://buggyandbuddy.com/faux-stained-glass-suncatcher-craft-kids/ https://mericherry.com/2014/06/09/rockin-spin-art-kids/ https://artsycraftsymom.com/clay-crafts-for-kids/ https://nurturestore.co.uk/watercolour-washi-tape-resist-art https://iheartcraftythings.com/chick-finger-puppets.html 06/02/2023 – Today I am sending my art club ideas to the primary school in order to gain feedback. These plans are inspired from me assisting with the art club at St Mary’s and St Peter’s Primary School. It has a mix of crafts as well as painting which I feel is necessary in order to maintain variety as well as sessions to cater for special days such as Easter and Mother’s day. I decided to cater towards these days because they catered for valentines day when I was helping, rather than leading. The teachers mentioned they would like a session using clay soon, so I have incorporated this over a two week time period in order for allowing creation and painting. This will likely be as a mother’s day project. The other projects are quite simple and wont require any special equipment, preserving cost and resources. 08/03/2023 – Today I am commencing with the second session, I have had to alter these two sessions due to a lack of materials. I have maintained the theme of Mother’s Day crafts.
Art Workshop Plan: 1 Links to research: https://buggyandbuddy.com/faux-stained-glass-suncatcher-craft-kids/ Own thoughts: Before I tested this craft with my friend prior to the session and they agreed it was suitable for the target age, however I did make some alterations. I prepared the plastic wallet squares prior as they were quite difficult to get correct consistently. I’m worried that I don’t have enough stationary however I'm confident that they will have suitable equipment there. Own thoughts: After I think that for my first workshop, this went quite well. I was very glad that I pre-cut the plastic wallets because it was quite a tricky task to get perfect. I found that sharpies were the best pens to use however they were the ones I had the least of. Fortunately due to teacher strikes and some year groups being unable to attend school that day, I had enough stationary to suit the smaller group of children. There was a concern about using sharpies initially (which I found the best markers for this project), however after 10 minutes the teachers decided to allow the students to use them.
Art Workshop Plan: 2 Own thoughts: Before I have taken the time to prepare heart templates for everyone, in order to make cutting the coloured pieces of paper easier to do. This week I feel as though I have sufficient materials for this activity unlike the previous week with the suncatchers. This week we also have everyone in attendance because there are no strikes taking place this week, which means materials will definitely have to be in adequate supply Own thoughts: After I am very happy with how this session went, everyone seemed to enjoy the session and were very happy with what they made at the end. There was the problem raised at the beginning which was that we couldn’t brand it as ‘Mother’s Day’ crafts because someone’s mother had recently passed. Instead I decided to market them as just crafts you are able to give to a loved one etc. Looking toward next week, I will ensure that I had made sure it isn’t names as a Mother’s Day product. After the session, I received an email (displayed below this text box). Though I know that this session went well, receiving an email confirming this certainly made me feel more confident within my future session plans.
Art Workshop Plan: 3 Links to research: https://www.easypeasyandfun.com/tulip-in-a-heart-card/ Own thoughts: Before I think that this session will go well because it is rather simple and hard to go wrong, especially since the activity last week was more crafty and with higher difficulty. While I have cut out templates and such in order to assist the students in creating their cards to be 3D, I don’t expect all to follow this, the ultimate goal is just to make cards. I have changed this from ‘Mother’s Day’ cards to just cards for loved ones in order to not upset anyone who may be unable to make one for their mum etc, as recommended from last week. Own thoughts: After Unfortunately this session was unable to go ahead due to the school being closed. I wont be carrying this session forward due to the theme having been passed.
Links to research: https://www.origamiway.com/origami-animals.shtml Art Workshop Plan: 4 Own thoughts: Before I think this session will be a big hit with the older children however I think for the youngest age group (reception) will find it difficult so I am going to have a backup plan of colouring for them. I plan to have 4 tables, each with different animal to make. I plan to rotate the children around each table once they make their animals. I think this will go well as they will enjoy the variety of the activities. Furthermore they will be able to design their animals however they like, customisation is always popular for this club in particular. Own thoughts: After I didn’t attend this workshop due to a pre-planned in-class workshop that I had to attend. I followed up afterwards to see how the session went and they said it went well.
Links to research: Art Workshop Plan: 5 https://iheartcraftythings.com/chick-finger-puppets.html Own thoughts: Before I think this session will be received very well. It is simple enough to avoid the requirement of templates (though I will create some in the requirement of them). With this being my final art session with this particular club I’m feeling relatively confident with myself actually leading the workshop, and am not nervous in that aspect. Of course I will always feel a bit worried regarding how much or little I have prepared, though I think I have now got the hang of these workshops and understand the ability depending on the age (with ages varied at art club from 6-11, this is extremely different and difficult to find something all will enjoy). Own thoughts: After Some pupils had been working on clay creations in class the week prior so they were painting their works! In order to not let anyone feel left out we decided for everyone to make their own clay creations as opposed to doing my workshop.
Art/Drama Workshop – Changes Art • Rock painting has been removed from my workshops due to me missing one at the start of term. As my weakest workshop idea, it made sense to remove this one and keep the more entertaining sessions. • My clay workshops, which would have taken up two sessions are now unable to go ahead due to clay being out of stock to the school. Though I can no longer go ahead with this idea, I am still keeping the theme of Mother’s Day crafts apparent. • For my Mother’s Day crafts, I had to change it once I arrived at the session due to a pupil’s mother having recently passed away. Instead I made the session into a general craft they can give to a loved one. I have further changed next weeks session too conform to this. • Mother’s Day card session was unable to go ahead due to teacher strikes. Drama • In my second drama workshop, we were moved into a much smaller room where I was unable to carry out most of my games. Instead on the spot I opted for smaller, less active games and allowed pupils to rehearse in the corridors of the school. • For my third drama session, it is scheduled to rain, so I have had to create a plan which will adhere to a smaller working space as opposed to the sports hall. • For the last session, on the spot I decided to let the students choose the games because it is the last drama club session of the year. • My DBS was found to not be correct, therefore now I’m being supervised during the sessions I run. New:
Focus Group 11/03/2023
Focus Group 11/03/2023 I conducted this focus group with 12 attendees of the National Saturday Club (aged 11-16). The National Saturday Club runs every Saturday from 11am-3pm and focusses on exposing young people to new types of arts and become involved within their local communities. I spent roughly 30 minutes leading this focus group with them, exploring why they enjoy being a part of a youth club and so forth. Why did you join and still currently attend the National Saturday Club? The answers here were very similar, with most stating that they joined because it looked fun and they enjoyed that it seemed to offer lots of variety, teaching them new skills each week. Two of the participants joined because their parents saw it (notably one found it through an online advert) and two other participants were actively seeking a club to take part in. Some participants found out about the club because Alex (the facilitator) went into their schools, sharing it with everybody. Furthermore, the young people remain at the club because they enjoy it as a pass time. Many of the young people enjoy the ability to try new things from different specialists each week. This enjoyment of specialist equipment further stretches to establish how they love to learn new skills and being exposed to new arts on a consistent basis. Those who already have or gain these new skills are able to enhance upon these too, extending their knowledge which is an enjoyed factor. A common reason others enjoyed attending the club is because they like to be with their peers whom have similar interests and they feel comfortable with each other. On observation from the past three sessions I have attended, it is evident that they are all close knit and feel safe within their company. Some more specific comments I received were that they enjoy leaving their comfort zone within a safe environment, they feel valued by their peers and have gained a sense of purpose by attending these NSC sessions. From these answers to this question, though I had already wanted to make my youth group a safe and comfortable environment, now I understand how important it is from a young person’s point of view.. Many of the young people rely on the NSC and how it makes them feel they have purpose and allow them to build upon their confidence. I didn’t realise how much influence a youth club could have, which just reiterates how mandatory it is to keep this standard.
Focus Group 11/03/2023 Did you know anyone here prior to joining? Most people did not know anyone before they joined. For those who had Alex come into their school to promote the NSC, they didn’t join all together but instead one after another after having it recommended by a friend. This went on further to introduce siblings etc. Most have said that they would invite others to join however they wouldn’t because their friend groups mostly attend the group already. These answers yet again reinforce the closeness my own group would need to have. The members of the NSC enjoy each others company and spend lots of time together outside of Saturdays, more so than with their peers from school etc. If this were to be a common theme within my own group, I would ensure that it remains a place where everyone feels accepted and yet is still able to raise awareness to things, which I feel I observed over the past sessions I have attended. OWN THOUGHTS: Do I think that uptake of a drama club would be popular? I can’t see the uptake of a drama club really being taken up by those who are not interested in drama. Though the members of the NSC take part in different types of art each week, it is always more arts/crafts based as opposed to stretching into drama and performing arts. From when I was younger, I don’t remember myself or others having large interest in drama clubs and I don’t feel as though much has changed, certainly not enough for the ability of starting a drama styled youth club. If this were to be found as a result of asking my demographic age group, I would likely start with drama however once my business were to become bigger, I would make it more generalised and varying with the skills taught, venturing into arts/crafts (which I am currently leading sessions for) and perhaps even media with someone more specialised within that field. This would all be tailored depending on the age groups I’d be working with within that session and overall become more of an activity group as opposed to exclusively drama.
Focus Group 11/03/2023 Indication of joining a drama style youth club, such as my own? To my surprise, everyone from the NSC seemed they would be interested in joining a drama youth club! We did it on a scale from 1 to 10, 1 being not interested and 10 being extremely interested, the ratings were as follows: 7/10, 7/10, 6/10, 5/10, 6/10, 7/10, 6/10, 7.5/10, 7/10. I was very surprised by all of these ratings being above 5, considering they weren’t specifically drama students and instead wanted to try it for fun. This was great to hear because that’s exactly what I want my club to be about. I want people to be exposed to new types of arts, particularly performing which is quite difficult to get into if you don’t do it as an extracurricular from a young age. Final Thoughts: After having conducted this focus group, it is clear to see that there is certainly a space in the market for my business, even if I keep it primarily drama/performing arts focussed. Furthermore, though I have been working with KS2 within my drama workshops (ages 9-11), I didn’t expect there to be as much of an older high school age (11-16) opportunity. This has reassured my idea of setting up a performing arts youth group and knowing there would be people interested in joining has further reiterated this idea.
Focus Group 11/03/2023 64% 18% 18% WHY DID YOU JOIN? Passtime/fun Seeking a club Parent 14% 43% 43% WHEN DID YOU JOIN? 11 12 13 56% 33% 11% WHAT HAVE YOU LEARNT FROM DRAMA CLUB? To be more confident acting working with others Here are some pie charts, resulting from some of the data I received within the focus group and drama club surveys. This is really valuable data because it shows why and when young people have engaged with a club, which is necessary information to have because it allows me to have some insight into when and how young people will join clubs etc.
Drama Club Questionnaires 24/03/2023 The questions I have chosen for my drama club questionnaire are specifically regarding my business niche of specified drama. With the participants of this questionnaire being actual members of a drama club, I expect most answers to be received positively. Despite this, it is important to consider that this drama club, being an after-school club, is also a form of after school hours childcare, therefore perhaps some participants only attend as a pass-time as opposed to being directly interested in drama.
Drama Club Questionnaires 24/03/2023
Drama Club Questionnaires 24/03/2023
Drama Club Questionnaires 24/03/2023
Drama Club Questionnaires 24/03/2023 On the 24th of March, I gave out questionnaire forms to the young people in order to gain an idea of whether a drama youth group would be of interest to young people aged 8-11. This is similar to the focus group I conducted, however the young people used there were older than my target demographic, making this a more suitable source of market research. Why do you enjoy drama club? There are three consistent answers I received, within an open-answer box; socialising with friends outside of class, learning new drama skills, and finally, playing fun games. They also commonly express the idea of enjoying sharing their performances with their friends within a nice environment. One particular area which was picked out as a favourite was writing and performing their own scripts and scenes. This was nice to see that they enjoyed because I was unsure if they would be able to do so in the short time-frame we had however they all excelled and were confident within their performances. Furthermore they had never done script writing before so it was a new skill they tried. What would make you enjoy drama club more? There were two categories of answer for this question, one being more drama such as technical skills and working toward a big show to share with everyone. The other answers revolved around having more of their friends who attend the drama sessions. With this club covering year 4, 5 and 6 it is inevitable that there isn’t enough space for all of their friends however if I were to make different age categories for my own drama sessions, this would ensure that they are able to be with mostly others their own age. What skills do you learn at drama club? All of the answers here indicated to improving their drama skills and their growing confidence within performance. With this confidence building being my primary focus for my drama sessions, this is exactly my goal and I’m glad that the young people feel as though they are gaining this from my sessions.
Drama Club Questionnaires 24/03/2023 Would you recommend drama club to your friends? All of the answers for this question were the same, YES! The reasoning most gave were because it is fun though some went on to say they find it fun because they get to meet new people and socialise with their friends outside of lesson times. This answer is also exactly what I was hoping for. Instead of running a formal, serious, high pressure drama club my aim was to run a club where they all feel they are in a comfortable environment where they can leave their comfort zones. Would you attend drama club outside of school? Here the answers were more divided. Seven said they would because it is fun and a nice way to engage and meet other people, however four said they wouldn’t attend a drama club outside of school. The reasoning they gave behind this was because they are too busy and have other clubs to attend. I find this data really valuable because it is evident that outside-of-school clubs are in demand and being attended, which provides me with the basis that a sociable, relaxed drama club is wanted. After receiving this questionnaire feedback, it is evident that all of the young people enjoy attending drama club, with the main successes being: making new friends and learning new drama techniques. By doing this they are leaving their comfort zones, which introduces confidence building, which is the aim of my business. This feedback from my target demographic has shown me that my drama club would be in demand. Young people are seeking clubs and one which is low-stakes and yet providing skills development within a safe space is really valued by the young people for confidence building and improving social skills. From my research I haven’t seen any local drama clubs which isn’t with the intention of studying drama in higher education or attending a stage school. They all work toward exams with LAMDA which is not what I want to offer with my business.
Secondary Research – Youth Clubs Gov, 2022, Hundreds of youth groups across the country to benefit from £380 million Youth Investment Fund [online] Available at < https://www.gov.uk/government/news/hundreds-of-youth-groups-across-the-country-to-benefit-from-380-million-youth-investmentfund> [Accessed 11 January 2023] - This article reinforces that the government agree that youth groups are a required and worthwhile area to provide funding for. By stating “The pledge will mean that by 2025, every young person in England will have access to regular out of school activities, adventures away from home and opportunities to volunteer as part of the Government’s commitment to level up opportunities for all young people.”, it suggests that my style of business would be valued, considering I would be able to offer both volunteer work alongside sessions for young people. Youth & Policy, 2020, Young people need youth clubs. A needs analysis in a London borough [online] Available at < https://www.youthandpolicy.org/articles/young-people-need-youth-clubs/> [Accessed 11 January 2023] - This article discusses the idea of “group activity [being] seen as the most appropriate response to young people’s needs”. This is primarily seen as a solution to crime/safety and mental health/wellbeing within London, however it is relevant for other deprived areas, and just generally for any young people who would like to be involved. Drama is well known to be able to promote confidence and allow an outlet for those who require it so this will be suitable for improving wellbeing. Weale, S, 2020. Youth services suffer 70% funding cut in less than a decade, The Guardian, [e-journal]. Available through: The Guardian website <https://www.theguardian.com/society/2020/jan/20/youth-services-suffer-70-funding-cut-in-less-than-a-decade> [Accessed 11 January 2023] - This article is three years old, however still proves that with the lack of funding for youth services to exist, mental health is shown to decline and anti-social behaviour such as knife crime is seen on an incline. This is further supported with statistics within the article.
Secondary Research – Youth Clubs UK Youth, 2018. State of the Membership 2018 [pdf] Available at <https://www.ukyouth.org/wp-content/uploads/2018/02/UK-YouthState-of-the-Membership-2018-2.pdf> [Accessed 11 January 2023] - “For many young people, their youth club is their only safe space. We believe every young person in every region, city, town and village should have access to a minimum standard of youth services, enabling them to access mental health services, citizenship education, social mixing and training”. Barnados, 2019, New research draws link between youth service cuts and rising knife crime [online] Available at <https://www.barnardos.org.uk/news/new-research-draws-link-between-youth-service-cuts-and-rising-knife-crime> [Accessed 11 January 2023] - Chair of the APPG, Croydon Central MP Sarah Jones, said: “We cannot hope to turn around the knife crime epidemic if we don’t invest in our young people. Every time I speak to young people they say the same thing: they need more positive activities, safe spaces to spend time with friends and programmes to help them grow and develop.” Linton, D, 2022. ‘I didn’t fit in anywhere – until I came here’: The new generation of youth clubs changing lives, Metro, [e-journal]. Available through: the Metro website <https://metro.co.uk/2022/07/05/the-21st-century-youth-clubs-turning-young-lives-around16937017/> [Accessed 11 January 2023] - “These spaces can overhaul the life chances of some of the country’s most vulnerable children, including those in care or in unhappy homes, and boosting the confidence, friendships and job opportunities of others.”
Secondary Research – Drama specified Arts Council England, 2022. Drama: a guide for governing boards. [pdf] Available at <https://www.artscouncil.org.uk/media/19228/download?attachment#:~:text=Mental%20health%20and%20wellbeing&text=By%20creati ng%20space%20for%20self,a%20valued%20member%20of%20society.> [Accessed 18 March 2023] - “Involvement in drama activities can be particularly effective at improving social skills and group cohesion.” - “Drama supports pupils in their development of academic, social and personal skills which underpin their school education and further progression.” Ward, R, 2017. 10 Important Reasons Why Young People Should Do Theatre. Performer Stuff, [e-journal]. Available through: Performer Stuff website <https://performerstuff.com/mgs/10-important-reasons-why-young-people-should-do-theatre/> [Accessed 18 March 2023] - “Whether you’ve devoted your entire life to the performing arts, or you’re just considering taking an acting or technical class or two, theater experiences hold valuable lessons that can serve you well in business, relationships, and life.” Jancett, 2021. The Benefits of Drama for Children. [online] Available at <https://jancett.co.uk/the-benefits-of-drama-for-children/> [Accessed 18 March 2023] - “Drama can have a positive impact on a child’s language and memory skills. Whether they’re learning their line in a play or remembering where they need to stand on stage, both these skills are being used.” Useful links: https://wetheparents.org/drama-benefits
Secondary Research – Drama specified El Sabeh, Y, 2014. The Importance of Drama Education in the Academic Process. Shoutout UK, [e-journal]. Available through: Shoutout UK website <https://www.shoutoutuk.org/2014/10/27/importance-drama-education-academic-process/> [Accessed 18 March 2023] - Drama Education doesn’t just boost the students’ confidence, it develops their communication skills, and makes them stronger people, but it also improves their academic performances. Drama Education is therefore essential for more successful scores and higher grades. FE News, 2022. New survey of 250 UK English and Drama teachers assesses impact that access to live theatre has on ability to study dramatic texts. [online] Available at <https://www.fenews.co.uk/education/new-survey-of-250-uk-english-and-drama-teachers-assessesimpact-that-access-to-live-theatre-has-on-ability-to-study-dramatic-texts/> [Accessed 18 March 2023] - “78% of teachers state that students are more engaged with dramatic texts after seeing a performance” - “72% of teachers state that seeing live or filmed performances helps students memorise context, meaning and quotes – all essential for exams” Lucas, H, 2019. Why We Love Theatre: A Young Person's Perspective. OnStage Blog, [e-journal]. Available through: OnStage Blog website , https://www.onstageblog.com/columns/2019/6/28/why-we-love-theatre-a-young-persons-perspective> - “One young lady told me she joined a theatre group with a friend of hers just so she would have something to do outside of school. It's becoming clearer that young people really do use it as a way to relax and escape from outside pressures, to hang out with friends and have a laugh performing together.” Useful links: https://wetheparents.org/drama-benefits