Abstract

Building on research showing social-emotional benefits from a single live theater performance, this study tests for significant differences in pre to post social-cognitive outcomes among a racially and economically diverse sample of young audiences who attended the same theater performance with or without additional pre- and post-show educational experiences. We extend previous work by experimentally manipulating and testing a common artistic educational intervention: deeper engagement strategies including facilitated discussions and pre-performance guides. We also refine previous investigations into generalized social and emotional skills by specifically examining foundational social-cognitive abilities: social perspective taking and empathy. This study utilizes a pre-post design with randomized control and treatment groups. Several significant findings suggest that when paired with educational pre- and post-show experiences, students’ social perspective taking and empathy can be positively impacted through a single live theater performance.

摘要

这项研究以单场现场戏剧表演带来的社会情感益处为基础，测试了参加同一场戏剧表演（无论是否有额外预演）的不同种族和经济背景的年轻观众样本中前后社会认知结果的显着差异。 - 以及展后教育经历。我们通过实验操作和测试常见的艺术教育干预措施来扩展之前的工作：更深入的参与策略，包括促进讨论和表演前指南。我们还通过专门检查基本的社会认知能力：社会观点采择和同理心，完善了之前对广义社会和情感技能的调查。本研究采用随机对照组和治疗组的前后设计。