Improvisational Theater and Children's Self-Concept.
Honors Thesis: Brooke DeBettignies (2016)
2016 American Psychological Association (APA) National Convention, Denver
Division 10 - Society for the Psychology of Aesthetics, Creativity and the Arts
Poster Session and Research Showcase Symposium
Educational Theater and Children's Self-Concept. Brooke DeBettignies & Thalia Goldstein
AWARD: Best Research (by audience vote)
EDUCATIONAL THEATER AND CHILDREN’S SELF-CONCEPT
Brooke DeBettignies and Thalia Goldstein, Ph.D.
Pace University, the social cognition and imagination lab
ABSTRACT
Claims are often made that educational theater in the form of improvisational classes has a positive effect on self-concept. However, empirical data supporting this assumption is scarce. Self-concept, a multidimensional, hierarchical set of constructs that individuals use to define themselves and their abilities, provides children with beliefs about their potential (Craven & Marsh, 2008). In an experimental, repeated measures, control group design, 52 children were randomly assigned to take improvisational (improv) theater classes or study hall. Group 1 children participated in improv classes for 12 weeks (followed by an improv performance), and then switched to study hall for the second 12 weeks. Group 2 children first participated in study hall, and then switched to improv classes (followed by an improv performance). Children’s self-concept was tested three times (at the beginning, at the 13-week switch, and at the end) using the Piers-Harris Children’s Self-Concept Scale, Second Edition (Piers & Herzberg, 2002). A comparison of the control and treatment groups revealed a significant positive effect of improv theater classes on self-concept, but only for those students who began with lower levels of self-concept (F(1,42) = 4.319, p = .04). An analysis of the treatment group following a period of study hall showed that this positive effect was maintained over time. These findings support claims that educational theater in the form of improvisational classes has a positive effect on self-concept in children, specifically in those children with a lower self-concept
INTRODUCTION
• Claims are often made that educational theatre in the form of improvisational (improv) classes is beneficial and can improve self-concept. However, empirical evidence is
scarce.
• Self-concept is a multidimensional term that reflects one’s self perception of status and ability (Craven & Marsh, 2008).
• Self-concept provides children with positive beliefs about their potential (Craven & Marsh, 2008).
• Self-concept has been theorized to improve via various interventions, such as visual arts, music, and creative drama (The College Board, 2012; Freeman, Sullivan, and
Fulton, 2003).
• The Piers-Harris Children’s Self-Concept Scale is widely accepted among clinicians and researchers as a measure of children's self-concept (Piers & Herzberg, 2001). A
revision of this instrument resulted in the second edition (Piers-Harris 2).
• Improv is a theatrical technique involving acting without a script in which the plot and characters are devised through spontaneous collaboration.
• Improvisational theater classes are thought to positively affect self-concept by encouraging students to utilize their imagination, work in agreement, and
spontaneously express themselves (Kardash & Wright, 1986).
• This study presents a scientific investigation of the effect of improv classes on children’s self-concept.
METHODS
Participants:
• 52 children
• Chronological Age: 9-5 to 12-0 (mean age: 9-8)
• 4th and 5th grade NYC public school
• PS21 Low SES (70.1% student eligibility for free or reduced lunch)
• 50%Male, 50% Female
• 71% Asian, 23% Hispanic, 4% Caucasian, 2% Middle Eastern
Intervention:
• Random assignment into treatment and control groups
• 12 classes, once per week, 60 minutes per session
• One improvisational theater show at the end of each set of 12 classes
• Same curriculum and instructor for all theater classes and show
Treatment / Class Structure:
• Warm up exercises (10-15 minutes)
• Discussion: review past lesson; introduce new improvisational technique (5-10 minutes)
• Improvisational theater instruction: short form (35-45 minutes)
Curriculum Goals:
• Character Development
• Storytelling (techniques and elements)
• Positive Ensemble Dynamic (working in agreement)
• Physicality
• Posture
• Eye Contact
• Spatial Awareness
• Commitment
Assessment:
• Piers-Harris Children’s Self-Concept Scale, Second Edition Piers-Harris 2 (Piers & Herzberg, 2002)
• 60-item test - yes/no answers to questions such as, “I would rather work in a group than by myself” and “I have bad ideas.”
• Blind test administrators, separate from theater instructor
• Piers-Harris 2 administered three time: at the beginning, at the 13-week switch, and at the end)
RESULTS
Significant:
• Positive effect of improv theater classes on self-concept
• Level of self-concept between groups pre-treatment at Testing Time 1
Non-Significant:
• Between groups at Testing Times 2 and 3
• Within groups between Testing Times 2 and 3
CONCLUSIONS
Results reveal a significant positive effect of improvisational theater classes on self-concept as measured by the Piers-Harris 2. Further, the data shows that this positive effect is maintained over time. Though the groups were randomly assigned, the treatment group started out with significantly lower self-concept scores. Interestingly, at Testing Time 2, the treatment group’s self-concept scores increased to match up with the control group. This finding suggests that the positive effect of improv classes on self-concept is associated with children who start out with lower self-concept scores. Findings support claims that educational theater in the form of improvisational classes has a positive effect on self-concept in children, particularly in children with lower levels of self-concept.
REFERENCES
Craven, R. G., & Marsh, H. W. (2008). The centrality of the self-concept construct for psychological wellbeing and unlocking human potential: Implications of child and educational psychologists. Educational & Child Psychology, 25, 104-118.
Piers, E., & Herzberg, D. (2002). Piers-harris children’s self-concept scale (2nd ed.) [Manual]. Torrance, CA: Western Psychological Services.
Child development and arts education: a review of recent research and best practices. (January 2012). New York, NY: The College Board.
Freeman, G. D., Sulivan, K., & Fulton, C. R. (2003). Effects of creative drama on self-concept, social skills, and problem behavior. The Journal of Educational Research, 96(3), 131-138.
Kardash, C. A. M., & Wright, L. (1986). Does creative drama benefit elementary school students: A meta-analysis. Youth Theatre Journal, 1, 11-18.