Future Thinking and Learning in Improvisation and a Collaborative Devised Theatre Project within Primary School Students

Lehtonen, Anna

doi:10.1016/j.sbspro.2012.06.547

Cited by 17 publications

(19 citation statements)

References 10 publications

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“…The research project (Lehtonen, 2012) as a whole has a methodological background in autoethnography as a self-study, observing, writing reflective research notes, consideration of the teacher-researcher's position and the context of collaboration (Muncey, 2010;Pinnegar & Hamilton, 2011). The desire to understand and interpret the participation processes from the teacher/researcher's restricted point of view derives from hermeneutic phenomenology and (Gadamer, 1976;McManus Holroyd, 2007).…”

Section: Methodsmentioning

confidence: 99%

“…This research article is part of an ethnographic work based action research project, where I as a teacher-researcher was investigating my own work when applying integrative teaching methods of drama education: improvisation, playmaking and performance-creating in education for a social and ecological sustainable future (Lehtonen, 2012(Lehtonen, , 2013. In participatory performance projects about climate change and future, I have tested as a teacher-researcher my opportunities in drama education to act on values of social and cultural transformation, how I could engage and empower the students in practice (Lehtonen, 2012(Lehtonen, , 2013.…”

Section: Purpose Of the Studymentioning

confidence: 99%

“…That was how students could take part in the process of trying to change or alter the general unsustainable development of our culture. (Lehtonen, 2012. ) The other goal of the project was to create an ensemble and promote students' engagement and active participation and give students as much responsibility of the project as possible.…”

Section: The Case -A Devised Performance Project With An Internationamentioning

confidence: 99%

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Evaluating Students’ Agency and Development of Ownership in a Collaborative Playmaking Project

Lehtonen¹

2015

EJSBS

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In drama education theories of agency and ownership are implicit, as active participation is a central condition of drama action. In this article a teacher-researcher examines students' individual and collective agency in collaboration during one playmaking project with an international group of 13-14 year-old students. Research question: How does students' agency develop and ownership strengthen in the collective teacher-student collaboration process during the playmaking project? The chronological and narrative analyses were based on the teacher-researchers' observation, the playmaking material and video or audio-recorded lessons. Discussions with the teachers and the students participating in the project compiled the data. The student's agency was analysed and classified during playmaking sessions by applying analytical tool of Rainio (2008), which was based on sociocultural theory. The development of the students' agency is illustrated as a diagram showing emergence of the students' passive, constructive and resisting initiative behaviour during the performance-making process. The teacher-researcher's narrative describes the crucial events of the process and reflects on the student/teacher interaction and challenges of teaching. By resistance and critical attitude the students tested their power and possibilities to influence in the project. Simultaneously the students' ownership strengthened and initiative and responsibility taking increased. Conducting an ensemble in creating demanded a special pedagogical orientation: readiness for an open dialogue with students, transformation of the teacher's role and a willingness to adjust to the process of learning.

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Section: Methodsmentioning

confidence: 99%

Section: Purpose Of the Studymentioning

confidence: 99%

Section: The Case -A Devised Performance Project With An Internationamentioning

confidence: 99%

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Evaluating Students’ Agency and Development of Ownership in a Collaborative Playmaking Project

Lehtonen¹

2015

EJSBS

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“…The future can't be predicted, but it can be envisioned and brought better future. Futures education is a holistic education, which aims at providing pupils with better opportunities to manage in the future and to develop a better common future (as cited in Lehtonen, 2012;Wolff, 2004). The goal of the futures education is to promote proactive attitudes by providing people with future skills, creating alternative future images and by promoting active participation and empowerment to cope with whatever kind of circumstances in the future (Haapala, 2002; as cited in Lehtonen, 2012).…”

Section: Theoretical Framework Of the Studymentioning

confidence: 99%

“…Futures education is a holistic education, which aims at providing pupils with better opportunities to manage in the future and to develop a better common future (as cited in Lehtonen, 2012;Wolff, 2004). The goal of the futures education is to promote proactive attitudes by providing people with future skills, creating alternative future images and by promoting active participation and empowerment to cope with whatever kind of circumstances in the future (Haapala, 2002; as cited in Lehtonen, 2012). Future thinking refers to the imagination of possible future events or one's ability to creatively imagine the limitless possibilities of hypothetical future scenarios (as cited in Chiu, 2012;D'Argembeau, Ortoleva, Jumentier, & Vander Linden, 2010;Fortunato & Furey, 2011).…”

Section: Theoretical Framework Of the Studymentioning

confidence: 99%

The Effect of Future Thinking Curriculum on Future Thinking and Creativity of Junior High School Students

Tsai¹

2016

JMER

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The main purpose of the study was to investigate the future thinking curriculum effects on the future thinking and creativity for junior high school students. A static-group comparison design was employed. Thirty-six ninth grade students from a local junior high school participated in the experimentation with three-unit learning activities, each unit took 45 minutes. Students' responses in Future Thinking Checklist, Torrance Tests of Creative Thinking, and feedback questionnaire were collected and compared with t-test statistical analyses. The major results were as follows: (1) The future thinking curriculum had significant effects on enhancing creativity ability of junior high school students, including the elaboration and title ability. Eighty percent of the students expressed creative ideas beyond reality in the learning sheet. More than fifty percent of the students thought that the curriculum could inspire their creative imagination ability. They also pointed that they had confidence to use their creative imagination in the future. (2) Eighty percent of the students felt positive for the future and thought that the curriculum could improve their plot construction, past review and future prediction. Ninety percent of the students could predict the changes in the future. Sixty percent of the students thought that the curriculum could be helpful to predict the changes in the future and improve prospective thinking. (3) Eighty percent of the students could express their future life which they want to achieve. More than fifty percent of the students understood how to have a wonderful life and made it come true through the curriculum.

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Nurturing a Caring University: Exploring Inner and Outer Sustainability for Transformative Change in Higher Education

Disterheft

2024

Strategies for Sustainability

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Future Thinking and Learning in Improvisation and a Collaborative Devised Theatre Project within Primary School Students

Cited by 17 publications

References 10 publications

Evaluating Students’ Agency and Development of Ownership in a Collaborative Playmaking Project

Evaluating Students’ Agency and Development of Ownership in a Collaborative Playmaking Project

The Effect of Future Thinking Curriculum on Future Thinking and Creativity of Junior High School Students

Nurturing a Caring University: Exploring Inner and Outer Sustainability for Transformative Change in Higher Education

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