In a recent study by Ása Helga Ragnarsdóttir and Rannveig Björk Þorkelsdóttir on whether drama can increase vocabulary, it was found that there was an increase
in vocabulary between the surveys in all classes who took part. "Most of the increase
happened in the classes were drama methods were used. It seems that when
stories are taught through drama, student’s vocabulary increases more than when
conventional teaching methods are used."
They found that children’s drama:
1. Is beneficial in increasing at child’s vocabulary.
2. Helps in understanding of language.
3. Enables them to transcend from concrete to abstract thought.
Research by John Somers (1996) indicates that drama helps students retain school work in their memory. Students experience their lessons in a different manner than they do when they only read.
"With the use of stories and drama, many students can be drawn out oftheir silence into more active classroom participation.
Often, children use a larger vocabulary in the drama session than normally, without realising it.
They are unlikely, according to Li-Yu Sabina Chang and Joe Winston (2012), to gain such learning experiences from reading the traditional textbook dialogues which are typically function–orientated and have little relation to the children’s emotions and do not demand physical engagement.
They found that children’s drama:
1. Is beneficial in increasing at child’s vocabulary.
2. Helps in understanding of language.
3. Enables them to transcend from concrete to abstract thought.
Research by John Somers (1996) indicates that drama helps students retain school work in their memory. Students experience their lessons in a different manner than they do when they only read.
"With the use of stories and drama, many students can be drawn out oftheir silence into more active classroom participation.
Often, children use a larger vocabulary in the drama session than normally, without realising it.
They are unlikely, according to Li-Yu Sabina Chang and Joe Winston (2012), to gain such learning experiences from reading the traditional textbook dialogues which are typically function–orientated and have little relation to the children’s emotions and do not demand physical engagement.
Andy Hargreaves (2003) argues that the school system is
transforming into
"a knowledge society which does not emphasise creativity;
... instead of fostering creativity and ingenuity more and
more school systems have become obsessed with imposing and micromanaging curriculum uniformity. In place of ambitious missions of compassion and community, schools and teachershave squeezed into the tunnel vision of test scores,
achievement targets and league tables of accountability."
Drama requires active participations from the children, so it is crucial that every teacher encourage the children to collaborate and interact. The Helen O’Grady Drama Academy is a very proactive programme to bring out the best in all the children, especially in language and communication work.
Here you can see our younger children at our Milnerton drama studio showing just how language work as detailed in this study really does increase their vocabulary. New words are added to the course every week.
"The imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world."
Albert Einstein (Viereck, 1929)
For more information about this amazing children’s drama programme in Cape Town, contact us on 021 6747478
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