Evaluation of Some of the Effects Of a Teen Drama Program on Creativity

Clements, Robert D.; Dwinell, Patricia L.; Torrance, E. Paul; Kidd, Jenny

doi:10.1002/j.2162-6057.1982.tb00342.x

Cited by 2 publications

(2 citation statements)

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“…This includes dramatic techniques and strategies integrated into school curricula such as drama-based pedagogies (Dawson & Lee, 2018; Lee et al, 2020) and improvisational exercises in higher and professional education (Berk & Trieber, 2009). Drama-based pedagogies such as storytelling and improvisation have been linked to higher scores on classical tests of creative thinking, such as the Torrance Test of Creative Thinking, in populations from preschool to high school (Berretta & Privette, 1990; Clements et al, 1983; Garaigordobil, 2006; Hainselin et al, 2018; Hui & Lau, 2006; Lin, 2010; Yeh & Li, 2008). Empirical studies on improvisational theater (where all material is created in the moment; Sawyer, 2014) have also shown participants gain in divergent thinking (Felsman et al, 2020; Lewis & Lovatt, 2013; Sowden et al, 2015), but most of these findings are focused on skill transfer, rather than the application of creativity within the theatrical practice.…”

Section: The 21st Century Skillsmentioning

confidence: 99%

Developing creativity and other 21st century skills through theater classes.

Stutesman¹,

Havens²,

Goldstein³

2022

Translational Issues in Psychological Science

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Section: The 21st Century Skillsmentioning

confidence: 99%

Developing creativity and other 21st century skills through theater classes.

Stutesman¹,

Havens²,

Goldstein³

2022

Translational Issues in Psychological Science

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“…Ten years later, Clements et al (1982) conducted a study on 37 adolescents between 13 and 17 years old in order to evaluate the effects of a DPT program on creativity. Adolescents’ creative thinking was measured through the TTCT Demonstrator (Torrance, 1979) and a seven point rating scale was created by two judges in order to measure talent and experience in drama.…”

Section: Drama Pedagogy Training (Dpt)mentioning

confidence: 99%

Fostering Children and Adolescents’ Creative Thinking in Education. Theoretical Model of Drama Pedagogy Training

Celume

Besançon

2019

Front. Psychol.

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Drama Pedagogy Training (DPT), as other drama-based pedagogies, has been related to several outcomes, including creativity enhancement. This enhancement is commonly proven through the measurement of different creative processes. In our review we systematize characteristics, activities and techniques of DPT that are assumed to be related to creativity in order to have a more comprehensive framework to identify the specific DPT elements that are involved in the enhancement of some of the creative processes of children and adolescents. To this end, we identified five creative processes in experimental studies using DPT: divergent thinking, fantasy and imagination, associative thinking, symbolization, and problem solving. These processes were cross referenced with DPT characteristics, activities, and techniques that were argued to be related to creativity enhancement. Our review will propose a model with two main categories and six elements as follows: (1) technical drama phases which emphasizes the role of narrative and embodiment through (a) corporal and vocal training and (b) main drama techniques (e.g., storytelling and improvisation and role-play), and (2) psycho-pedagogical framework which emphasizes the role of a dialogic space through (c) playfulness and a (d) collaborative, safe space. We also identified (e) feedback as an important element of DPT which belongs to both drama technical phases and psycho-pedagogical framework categories. Along with the model, we explain the creative outcomes associated to each of these elements as a means to attire the attention to drama-based pedagogies for the development of creativity in the educational setting.

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Evaluation of Some of the Effects Of a Teen Drama Program on Creativity

Abstract: Program ranged in age from 13 to 17; 40 percent of the sub-

Cited by 2 publications

References 1 publication

Developing creativity and other 21st century skills through theater classes.

Developing creativity and other 21st century skills through theater classes.

Fostering Children and Adolescents’ Creative Thinking in Education. Theoretical Model of Drama Pedagogy Training

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