ABSTRACT

Arts subjects such as drama provide an effective context for developing 21^st century skills, yet drama teaching in Sri Lanka is still mainly delivery through traditional, lecture-based methods. This article presents evaluation results of a drama-based intervention program that was designed specifically to develop junior secondary school students’ creative thinking capacity and adaptability skills in the Sri Lankan context. The participants were 128 students aged 11-12 years in Year 7 drama classes. The program was implemented over twelve consecutive weeks in weekly two-hour sessions by regular drama teachers who had been trained in a process drama teaching approach. Results evidenced a positive effect emerging from the intervention: creativity and adaptability test scores of the students in the intervention group increased significantly compared to those of the students in the control and active control groups. This paper identifies implications of these findings for Sri Lankan drama teaching and learning and beyond.

摘要

戏剧等艺术学科为21^世纪的发展提供了有效的环境世纪的技能，但在斯里兰卡，戏剧教学仍主要通过传统的基于讲座的方法进行。本文介绍了一个基于戏剧的干预计划的评估结果，该计划是专门为发展初中学生在斯里兰卡背景下的创造性思维能力和适应能力而设计的。参加者是128位年龄在11至12岁的学生，他们参加了7年级的戏剧课。该程序是由经过常规戏剧教学方法培训的常规戏剧老师在每周两小时的课程中连续十二周实施的。结果表明干预产生了积极的效果：与对照组和主动对照组的学生相比，干预组的学生的创造力和适应性测验分数显着提高。