How a dialogic space can impact children’s creativity and mood valence in Drama Pedagogy Training: Study with a French 4th grade sample

Publication date: September 2019Source: Thinking Skills and Creativity, Volume 33Author(s): Macarena-Paz Celume, Maud Besançon, Franck ZenasniAbstractDrama Pedagogy Training (DPT) is a kind of training based on an active educational methodology called Drama Pedagogy. It is mostly based on collaborative drama games and techniques, similar to what is commonly found in literature as creative drama as the objective is neither artistic nor academic. As an active pedagogy, participants co-construct their learning through participative dialogue, reasoning together about the learning experiences that are presented as collaborative dramatic games, thus favouring creativity and creating an active learning and teaching practice. In order to prove the effectiveness of DPT on French children’s creativity, we conducted a study on 55 4th grade children (m = 9.9; SD = 0.3) from two public and a private school. Children were randomly assigned to a DPT, either to an active control group and were measured on divergent and convergent thinking through EPoC in pre-test (T1), post-test (T2) and follow-up (T3) times of measurement. Mood valence was assessed through SAM scale at the beginning and the end of each session. Results showed a significant increase of creativity for the DPT group on divergent (t = 4.56; p < .000) and convergent thinking (t = 2.96; p < .004) measures on T2. Moreover, T3 showed significant differences on divergent thinking scores (t = 2....
Source: Thinking Skills and Creativity - Category: Science Source Type: research