Description
Lisa Pösse, Katrin Rakoczy, Kristina Stein-Hinrichsen
Justus-Liebig-Universität Gießen
Theoretical background
In the context of societal transformation through digitalization and increasing diversity, socio-emotional learning goals and personal development are becoming increasingly important. Cultural education, particularly performing arts, is a promising way to promote individual and social skills (Larson & Brown, 2007).
There are only few reliable empirical findings on the effectiveness of theatre workshops in schools. It seems necessary to identify promising elements of theatre workshops and investigate their impact on personal development based on well-founded research methods. We address these research desiderata by examining the effects of theatre workshops in school on personal development referencing utilization-of-learning-opportunities models (Vieluf et al., 2022) and motivational theories such as self-determination theory (Ryan & Deci, 2002).
Digital artistic elements can be considered as promising elements of theatre workshops in school to motivate students and to provide them with opportunities to fluidly change perspectives. Therefore, we want to investigate to what extent theatre workshops, particularly digital artistic elements, can contribute to students’ fulfillment of the basic needs for autonomy, competence, and relatedness according to self-determination theory.
In detail, the following research questions will be examined:
(How) Can theatre workshops in schools that include digital artistic elements ...
• motivate students to participate, especially those with no prior involvement?
• provide students with positive experiences?
• promote students’ socio-emotional and personal development?
Methods
Ten schools of different school tracks in grades eight to ten will participate in a quasi-experimental study with pre/post design and three different conditions:
(1) Intervention group “Theatre for the Future”: three-day theatre workshop in school, integrating digital artistic elements
(2) Control group I: compulsory elective course ‘Performing Arts’
(3) Control group II: compulsory elective course in STEM
In all conditions, pre- and post-surveys will be conducted to assess students’ background characteristics, cultural activities, interests, socio-emotional skills, and personal characteristics. In the post-survey, students’ perceptions of the courses will also be assessed. In addition, ambulatory assessment will be applied to assess students’ motivational, emotional, and aesthetic experiences at ten measurement points during the workshop by questionnaire and psycho-physiological measures (e.g., heart rate variability) as indicators for their actual arousal (Pekrun, 2023).
Bibliography
Larson, R.W. & Brown, J.R. (2007) Emotional development in adolescence: What can be learned from a high school theatre program? Human Development and Family Studies, 78(4) 1083 – 1099. https://doi.org/10.1111/j.1467-8624.2007.01054.x
Pekrun, R. (2023). Mind and body in students’ and teachers’ engagement: New evidence, challenges, and guidelines for future research. British Journal of Educational Psychology, 93(S1), 227–238.https://doi.org/10.1111/bjep.12575
Ryan, R. M. & Deci, E. L. (2002). An overview of Self-Determination Theory: An organismicdialectical perspective. In E. L. Deci & R. M. Ryan (Hrsg.), Handbook of SelfDetermination Research (S. 3-33). University of Rochester Press.
Vieluf, S., Praetorius, A.-K., Rakoczy, K., Kleinknecht, M., & Pietsch, M. (2020). Angebots-Nutzungs-Modelle der Wirkweise des Unterrichts. Ein kritischer Vergleich verschiedener Modellvarianten. In A.-K. Praetorius, J. Grünkorn, & E. Klieme (Hrsg.), Empirische Forschung zu Unterrichtsqualität (S. 63–80). Beltz.
| Names, affilations and contact information | Prof. Dr. Katrin Rakoczy Justus-Liebig-University Department of Early Childhood and Teacher Education Karl-Glöckner-Str. 21B 35394 Giessen katrin.rakoczy@erziehung.uni-giessen.de, Lisa Pösse Justus-Liebig-University Department of Early Childhood and Teacher Education Karl-Glöckner-Str. 21B 35394 Giessen lisa.poesse@erziehung.uni-giessen.de, Dr. Kristina Stein-Hinrichsen Justus-Liebig-University Department of Early Childhood and Teacher Education Karl-Glöckner-Str. 21B 35394 Giessen kristina.stein-hinrichsen@erziehung.uni-giessen.de |
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| Bio | Katrin Rakoczy is Professor of Educational Science with focus on Educational Research at Justus-Liebig-University, Giessen. Her research focuses on motivation in school, teaching quality, and the potential of cultural education in school and extracurricular activities for personal development. Lisa Pösse is a research assistant at the Chair of Educational Science with a focus on Educational Research at Justus-Liebig-University, Giessen. Her research interests include teaching quality, professionalization of teachers, motivation and emotions in school, and cultural education. Kristina Stein-Hinrichsen, PhD, is a research assistant at the Chair of Educational Science with a focus on Educational Research at Justus-Liebig-University, Giessen. Her research interests include performing arts and cultural education in school. |