Performing History: The Effects of a Dramatic Art-Based History Program on Student Achievement and Enjoyment

Abstract

This study examines the influence of a dramatic art-based history program for fifth-grade students on both their learning and enjoyment of history. The program, called "Performing History," reflects theories of effective use of drama in the classroom as well as successful ways to teach history. The program presents historical information as part of a coherent story embedded in a musical drama that students rehearse and perform. Students who participated in the program in fifth grade were assessed on a test of history knowledge when they were in sixth grade and compared to a control group that had not had access to the program. The sixth graders also were asked to rate how much they enjoy history. Results indicate that students who participated in the program showed higher levels of history knowledge and enjoyment of history than those in the control group, controlling for prior scores on standardized achievement tests. The effect on knowledge was partially mediated by level of enjoyment of history, which also predicted later scholastic achievement in history. The study suggests that dramatic art-based instruction improves historical knowledge, and that success may be attributed in part to an increase in student enjoyment.

And Then They Came for Me: The Effectiveness of a Theatrical Performance and Study Guide on Middle-School Students' Holocaust Knowledge and Empathic Concern

“…The present study's findings are consistent with previous research (e.g., Saldaña 1995;Day 2002;Deloney and Graham 2003;Otten et al 2004) that have found that a dramatic art-based educational program can be, at least under some conditions, an effective educational technique. This study extends this literature by employing a well-controlled, randomized research design and psychometric survey items.…”

“…Otten et al (2004) found that, for a sample of fifth-grade students, a dramatic art-based history program enhanced acquisition of history knowledge. The students in the Otten et al study (2004) who participated in the program showed not only higher levels of history knowledge but also greater enjoyment of history compared to a control group (and controlling for prior scores on standardized achievement tests).…”

A model of achievement and bullying: analyses of the Canadian National Longitudinal Survey of Children and Youth data

“…Also, students who enjoy academic activities are likely to obtain high scores on achievement measures (Flowers 2003;Otten et al 2004).…”

Improving Critical Thinking Skills in History

“…Teacher researchers have found that dramatizations of historical events, "performing history", contributed to creating greater enthusiasm and greater involvement in history (Otten, Stigler, Woodward, & Staley, 2004). Elise Calabresi (1993 demonstrated that she was able to stimulate enthusiasm and higher academic achievement in an ethnically diverse classroom by relating on the economic, gender, ethnic, and racial make-up of the classroom to issues taught in the course.…”