At the Helen O’Grady Drama Academy we have always believed that drama has a huge psychological impact on children. Through drama children learn to understand themselves and the world in which they live. They learn to respect themselves and others, and they learn how to become more sociable.
Research by Deanna Pecaski McLennan and Kara Smith from the University of Windsor in 2007 showed how drama really does worked in behavioural modification. "Twenty-four “at-risk” students were identified by the school principal, and participated in ten weekly 45-minute drama sessions. Initially, participants exhibited behavioural problems such as a lack of motivation, multiple social problems, and a demonstrated lack of respect for peers and teaching staff."
They found that drama classes for these children:
1. Encourages self- expression in the form of idea sharing and confidence building;
2. Increases a commitment to learning and leadership, and, as a result, it may empower and help develop more positive behaviours.
3. They learned to solve problems, make decisions, justify those decisions, build self-esteem and self-discipline, and acquire skills in cooperation and group problem solving such as accurately recognizing and displaying body language and emotions.
4. Students expressed that they felt more and more comfortable working with others and expressing themselves through a dramatic medium.
5. The expression of positive self-expression and participation in leadership roles extended beyond the drama classes as students were involved in more frequent and positive behaviours when walking in the hallways of the school or socializing during recess time.
Deanna Pecaski McLennan and Kara Smith stated that "Sociodrama techniques, then, may be powerful classroom tools in promoting new awareness and change as students learn to express feelings, ideas and experiences, and perhaps even realise their leadership potential. This would hopefully lead to a better understanding of themselves and the world around them and to a more positive classroom environment.”
The Helen O’Grady Drama Academy’s programmes are very cleverly crafty to develop children in this respect and the results in many of the schools in Cape Town show just how drama does develop positive behaviour and good working environment for children.
Principal Duncan Rice of the Helen O’Grady Drama Academy says ‘More and more schools in South Africa see the importance of having a drama curriculum such as ours, taught by expert teachers which really enhances the overall experience of the children and instils positive behaviour such as cooperation and mutual respect’
The Academy runs classes throughout Cape Town and here you can see our Hout Bay studio in action with their wonderful teacher, Heleen, who always brings out the best in children during these classes.
For more information about our classes, head to our website: www.dramaafrica.com
or Like our Facebook page www.facebook.com/helenogradycapetown
Telephone 021 6747478
Research by Deanna Pecaski McLennan and Kara Smith from the University of Windsor in 2007 showed how drama really does worked in behavioural modification. "Twenty-four “at-risk” students were identified by the school principal, and participated in ten weekly 45-minute drama sessions. Initially, participants exhibited behavioural problems such as a lack of motivation, multiple social problems, and a demonstrated lack of respect for peers and teaching staff."
1. Encourages self- expression in the form of idea sharing and confidence building;
2. Increases a commitment to learning and leadership, and, as a result, it may empower and help develop more positive behaviours.
3. They learned to solve problems, make decisions, justify those decisions, build self-esteem and self-discipline, and acquire skills in cooperation and group problem solving such as accurately recognizing and displaying body language and emotions.
4. Students expressed that they felt more and more comfortable working with others and expressing themselves through a dramatic medium.
5. The expression of positive self-expression and participation in leadership roles extended beyond the drama classes as students were involved in more frequent and positive behaviours when walking in the hallways of the school or socializing during recess time.
Deanna Pecaski McLennan and Kara Smith stated that "Sociodrama techniques, then, may be powerful classroom tools in promoting new awareness and change as students learn to express feelings, ideas and experiences, and perhaps even realise their leadership potential. This would hopefully lead to a better understanding of themselves and the world around them and to a more positive classroom environment.”
The Helen O’Grady Drama Academy’s programmes are very cleverly crafty to develop children in this respect and the results in many of the schools in Cape Town show just how drama does develop positive behaviour and good working environment for children.
Principal Duncan Rice of the Helen O’Grady Drama Academy says ‘More and more schools in South Africa see the importance of having a drama curriculum such as ours, taught by expert teachers which really enhances the overall experience of the children and instils positive behaviour such as cooperation and mutual respect’
The Academy runs classes throughout Cape Town and here you can see our Hout Bay studio in action with their wonderful teacher, Heleen, who always brings out the best in children during these classes.
For more information about our classes, head to our website: www.dramaafrica.com
or Like our Facebook page www.facebook.com/helenogradycapetown
Telephone 021 6747478
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