ABSTRACT

This case study examines the effects of collaborative, drama-focused activities on the cognitive understanding, social inclusion and empowerment of eight Year 8 students whilst studying A Midsummer Night’s Dream. Each student chose a leadership responsibility throughout their five project-based research lessons, and the majority of students had additional needs. The participants were in a bottom set English class in a co-educational 11-18 academy, located in an East Anglian city.

Tentative findings suggest that collaborative drama-focused activities supported the cognitive understanding and inclusion of participants. There was a notable increase in participants’ perceptions of their own social inclusion and empowerment. The overall classroom ecology seemingly improved, and all participants with additional needs felt adequately supported. However, participants without additional needs still felt insufficiently supported. Factors such as low attendance and poor behaviour continued to negatively impact individuals’ feelings of inclusion: this was exacerbated by the collaborative nature of research lessons.

摘要

本案例研究考察了以戏剧为重点的协作活动对八名8年级学生在学习《仲夏夜之梦》时的认知理解，社会包容和赋权的影响。每个学生在其五个基于项目的研究课程中都选择了领导职责，并且大多数学生还有其他需求。参加者在位于东安格利亚城的男女同校的11-18学院中参加了一次基础英语课程。

初步发现表明，以戏剧合作为重点的活动支持了参与者的认知理解和包容性。参与者对自己的社会包容性和赋权的看法有了显着提高。整个教室的生态似乎得到了改善，所有有其他需求的参与者都得到了充分的支持。但是，没有其他需求的参与者仍然感到支持不足。出勤率低和行为不良等因素继续对个人的包容性产生负面影响：研究课程的协作性质加剧了这种情况。