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| Published: December 07, 2020

The role of drama in enhancing life skills in urban –rural middle schoolers: an intervention study

Agrima Singh

BA, Psychology, MIT School of Liberal Arts, Pune, Maharashtra, India Google Scholar More about the auther

DIP: 18.01.077/20200804

DOI: 10.25215/0804.077

ABSTRACT

Life skills education (LSE) is an important aspect of holistic education that creates competencies that help students to face and overcome challenges in life.  Students from the urban-rural sector of society come from a background of vulnerability and hence face adversities in everyday life. LSE is seen to be most effective in helping students overcome adversity. Drama has been seen as an expressive art medium that allows the individual to express openly and freely and also acts as a psychological release. The current study aimed at enhancing the life skills of middle school children, belonging to the urban –rural population, using drama. An intervention study was conducted with a sample of 50 students from Akurdi, Pune. The subjects attended a one-week drama workshop that was conjointly designed with Jazz Hands Foundation (Pune) and facilitated by the volunteers of the same organization. 5 groups of 10 students each and 2 facilitators/volunteers were created.  A pre and post test was conducted by each volunteer for their respective group using the Dream Life Skill Assessment Scale (DLSAS). After commuting the averages of both scorers in each group a paired t-test analysis was run. The results of the analysis showed a significant increase in the life skills of the students post the drama workshop. The average score of the students increased from 3.14 (SD 0.76) to 3.882 (SD 0.77). The P value was < 0.05 making it statistically significant. The observations made by the volunteers/assessors also revealed that creative drama increased class participation, positivity and motivation levels.

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Responding Author Information

Agrima Singh @ agrima.si@gmail.com

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Article Overview

ISSN 2348-5396

ISSN 2349-3429

18.01.077/20200804

10.25215/0804.077

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Published in   Volume 08, Issue 4, October-December, 2020