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142455-LLP-1-2008-1-HU-COMENIUS-CMP "This project has been funded with support from the European Commission. This publication reflects the views only of.

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Presentation on theme: "142455-LLP-1-2008-1-HU-COMENIUS-CMP "This project has been funded with support from the European Commission. This publication reflects the views only of."— Presentation transcript:

1 LLP HU-COMENIUS-CMP "This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

2 What is the DICE project? International - 12 countries, including Palestine (The Gaza Strip) Two years long Research Effects of drama in education on competences: –Communication skills –Learning skills –Social skills, civic competence –Initiative, Creativity, Innovation –Cultural expression

3 Goals Research (quantitative and qualitative) –Effects of drama in education on the competences –Results presented to teachers, school administrators, education policy makers –Translated to 12 languages (including Arabic) Education Resource –How to use drama to improve competences and skills –Translated to12 languages (including Arabic) Compare drama in education in different countries –Learning from each other

4 Project partners Czech Republic: Charles University, Prague Palestine (The Gaza Strip): Theatre Day Productions Hungary: Káva Drama/Theatre in Education Company - Consortium leader Netherlands: Foundation Leesmij Norway: Bergen University College Poland: University of Gdansk Portugal: Technical University of Lisbon Romania: Sigma Art Foundation Serbia: Center for Drama in Education and Art CEDEUM Slovenia: Taka Tuka Club Sweden: Culture Centre for Children and Youth in Umea United Kingdom: Big Brum Theatre in Education Co. Ltd.

5 Project partners East, West, North, South equally represented 4 big national universities Internationally high-level professionals

6 Competences we will measure 1.Communication skills (talking, understanding) 2.Learning skills (learning how to learn) 3.Social skills, civic competence (treating conflicts, treating aggression, strengthening communities, accepting each other) 4.Initiative, creativity, Innovation (solving problems in a creative way) 5.Cultural expression (doing culture, respecting culture) We believe drama has effect on all of these!

7 How do we measure All research materials were developed jointly by the 12 project partners. Questionnaire for children Questionnaire for teachers Observation of the drama programs Questionnaire for drama program leaders External assessors Questionnaire for key drama experts In all 12 countries we use exactly the same questionnaires. PLUS: Individual qualitative researches in each country (e.g. Adam Rusilowskis research)

8 What results we will have To what extent drama has an effect on children? Quantitative (numbers, percentages, charts) Qualitative (case stories, interviews, best practices) Quantitative and qualitative results not competing, but completing each other


10 How many young people do we measure? Classes of young people (13-16 years old) 16 groups / country (minimum 320 young people) or more Altogether more than 5000 young people from 12 countries Out of the 16 groups per country: 8 research groups, 8 control groups 4+4 continuous groups, 4+4 one occasion groups


12 Research in The Gaza Strip Theatre Day Productions Beit Hanoun schools 4 drama groups in boys school from UNRWA, 4 drama groups in girls school from UNRWA, 1 kids for kids production in boyss school of UNRWA (small scene we saw) All workshops visited by 2 observers (we will hear the experiences of Ms. Basima Alqudweh)

13 Estimated outcomes 5 project meetings, 66 travels Research results translated to 12 languages (including Arabic), sent to min education leaders Education Resource about how to use drama to improve the competences, translated to 12 languages (including Arabic), sent to min teachers children and young people benefiting from drama in education 12 national conferences, reaching min. 600 education leaders Closing conference in Brussels, reaching min. 100 education leaders in the European Union administration level Website:

14 Next steps April 2010: Research ends July 2010: Research report published August 2010: Education Resource published September 2010: 12 national conferences October 2010: Closing conference in Brussels

15 Expected long term effects More support to drama in education at national and international level More drama in national and international education policies More and better university level education of drama More and better use of drama in the classrooms The last is the most important!

16 Thank you! Cziboly Ádám

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