Drama to promote non‐verbal communication skills

Kelly, Martina; Nixon, Lara; Broadfoot, Kirsten J.; Hofmeister, Marianna; Dornan, Tim

doi:10.1111/tct.12791

Cited by 14 publications

(18 citation statements)

References 10 publications

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“…Moreover, the drama activities can motivate them to use the target language. In another study, the researcher determined the results of using drama for teaching and learning language and communication [12], [13], and [14].…”

Section: Literature Review a Drama In Language Educationmentioning

confidence: 99%

Lesson of Drama in Language Education: Why do We Have to Learn English Through Drama Performance?

Khasyar¹,

Haryono²,

Ratnasari³

2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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The primary goal of this research is intended to report how the implementation of Drama Performance as a project based in learning English foreign language and whether the lessons, the learning activity can motivate students interest also encouraging students to use their English language skills. Further, the discussion also takes into the issues of the problem that may exist during drama performance such as some students believe they cannot perform in English and they may choose to withdraw from the activity. The researcher is employing qualitative methodology to investigate the research questions. Observation and interview use as the instrument of this present study. The participants are the students who take Drama in Language Education course at the fifth semester of English Education Department at School of Teacher Training and Education (STKIP) Muhammadiyah Bogor. The students have performed drama, and have experience in preparing the session. The students are under the researcher supervision. The participants from other Department to be interviewed became the source of the data who watched drama performance. The students are under the researcher supervision. Activities are designed in accordance with the course objectives to share information about the students, the learning process and the phenomenon. The implementation of drama performance as a project based learning has myriad benefits for students and drama activities are a unique way of enhancing students' motivation and participation. Language skills can be exposed to students not only through conventional technique but also through drama performance. Project based learning provides students with the opportunity to explore the contents of Drama in Language Education. To get into the outcome, the core activities focus on the elements of drama, creative writing (composing a play script), characterization, make-up character, providing students with the information about drama in language education, and also hope to give students the opportunity to perform a drama in English. The lecturer's role in the teaching learning process is crucial. It can influence the students' response towards project based learning.

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Section: Literature Review a Drama In Language Educationmentioning

confidence: 99%

Lesson of Drama in Language Education: Why do We Have to Learn English Through Drama Performance?

Khasyar¹,

Haryono²,

Ratnasari³

2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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“…(4) A debrief commonly follows applied theatre or drama exercises so participants can reflect on how the exercises connect to their previous and new knowledge or experiences. (5,6) Previous literature demonstrates the positive emotional and professional benefits of applied theatre in medical education. (7,8) Due to the diversity of the field, various medical institutions have taken unique approaches to integrating theatre within their curricula.…”

Section: Introductionmentioning

confidence: 99%

Applied Theatre and Drama in Undergraduate Medical Education: A Scoping Review

Johnston

Jafine

2022

McGill J Med

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Background: Thematic arts have been integrated throughout various undergraduate medical education programs to improve students’ clinical skills, knowledge, and behaviours to be clinically competent physicians. Applied theatre and drama use theatrical performances and exercises respectively to guide education. Several medical schools across Canada and the United States have incorporated applied theatre and drama within their curriculums, but there is currently no compilation of these initiatives. Methods: Using Arksey and O’Malley’s methodological framework for scoping reviews, the two authors searched journal databases for articles pertaining to theatre/drama activities being used in undergraduate medical education in Canada and the United States; search terms revolved around applied theatre and undergraduate medical education. Twenty articles were read in full, 14 were included in this review. The articles were subjected to content analysis to understand how these studies connected with the CanMEDS framework to understand the impacts and merits of applied theatre and drama in undergraduate medical education. Results: Content analyses generated three parent-categories of how theatre and drama can help medical students improve their communication skills, creative medical learning, and aid their professional development. These three categories touched upon all seven aspects of the CanMEDS framework, indicating the values of drama being included in medical education. Conclusion: This scoping review illustrates the intersections of thematic arts in undergraduate medical education by highlighting how applied theatre or drama activities connect to the entire CanMEDS framework. This review provides insights to current theatre and drama initiatives to aid medical faculty with their undergraduate medical curricula developments.

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“…The humanities have been used to teach medical students communication, including improvisational communication [ 5 ] and non-verbal communication [ 6 ]. Musicians have been shown to exhibit a greater sensitivity to detecting speech amid noise as compared to non-musicians [ 7 ], which is advantageous when in environments in which competing sound interests complicate communication.…”

Section: Introductionmentioning

confidence: 99%

Utilizing Chamber Music to Teach Non-Verbal Communication to Medical Students: A Pilot Initiative

Hall

Buechler

Marusca

et al. 2021

Cureus

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The importance of non-verbal cues in communication between physicians and patients is well published in the medical literature. However, few medical school curricula teach non-verbal communication. Chamber musicians employ non-verbal communication to coordinate musician intention. Observation of chamber musicians' use of non-verbal communication may improve the understanding of non-verbal communication among medical students. MethodsA total of 72 medical students attended rehearsals of two world-renowned string quartets on a single date. Following a brief discussion and demonstration on non-verbal communication by musicians, students observed the non-verbal cues employed by the quartets during musical rehearsals. Authors provided preand post-surveys, which included closed and open-ended questions to assess understanding of non-verbal communication and confidence in identifying non-verbal cues with patients and healthcare providers. Close-ended questions used numerical scales. The authors used paired t-tests to compare mean numerical scores pre-and post-intervention and analyzed qualitative, open-ended responses thematically. ResultsOf the 72 students who attended the workshop, 63 (88%) completed both pre-and post-surveys. Comparison demonstrated significant improvement in students' ability to appreciate non-verbal interactions among healthcare teams (p<0.05) and patients (p<0.05). Following the workshop, students commented that they appreciated the similarities in non-verbal cues between musicians and medical professionals. DiscussionChamber musicians and physicians share similarities, e.g., working in teams and performing specialized tasks; good communication is crucial to both. Observation of chamber musicians may serve as a vehicle to instruct medical students on non-verbal communication. Next steps include determining the longer-term impact of the workshop on confidence in communication by resurveying participants and comparing responses with those students who did not attend the workshop. Future studies are needed to assess the clinical impact of chamber music observation on medical students' non-verbal communication skills.

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Drama to promote non‐verbal communication skills

Abstract: Drama-based exercises elucidate the tacit nature of NVCS and require further evaluation in formal educational settings.

Cited by 14 publications

References 10 publications

Lesson of Drama in Language Education: Why do We Have to Learn English Through Drama Performance?

Lesson of Drama in Language Education: Why do We Have to Learn English Through Drama Performance?

Applied Theatre and Drama in Undergraduate Medical Education: A Scoping Review

Utilizing Chamber Music to Teach Non-Verbal Communication to Medical Students: A Pilot Initiative

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