Evaluation of articulate project

Rebecca Soden, Scottish Executive (Funder), Liz Seagraves, Kay Livingston

Research output: Book/ReportOther report

Abstract

The Articulate Project was commissioned by West Dunbartonshire Council, with funding from the Scottish Executive’s Future Learning and Teaching (FLaT) programme,The Scottish Arts Council, West Dunbartonshire Council and West Dunbartonshire Partnership. Activities relating to the project took place between May and December 2004. The overall aim of the Articulate Project was to “explore how or if the arts, and specifically drama and theatre practice, might impact positively on English language skills in the classroom” (AELP, 2005, p5). The five specific aims of the Articulate Project were to:
· develop the creative and imaginative writing skills of participating pupils
· improve the ability of pupils to communicate effectively
· raise levels of pupils’ self esteem and self worth
· increase pupils’ motivation to participate in, and enjoy, learning
· create a positive impact on thinking skills, problem solving and team working
on individuals, schools and the community. The Traverse Theatre devised a programme of pupil activities with the help of a teacher in one of the participating primary schools. In the initial stage, all participating pupils (in each
class from each of five schools) were introduced to drama techniques by a Traverse Theatre actress and they attended two theatre performances. In the next stage the focus shifted to creative writing, and a group of ten pupils from each class worked directly in 10 workshops with a Traverse Theatre playwright, in order to develop their own drama sketches, which were performed by professional actors in Denny Civic Theatre. At the same time, the
remainder of each class engaged in similar creative writing lessons with their teacher. Although this second Articulate group did not have their work performed, they supported the
Denny Civic Theatre production by producing art work with the help of a professional artist.
There were three main phases in the evaluation, which began five months after the projectended. A first phase (June and July 2005) was designed to build up a picture of the Project
through extended interviews with its key architects and through document analysis. In a second phase (August – October 2005), impact on pupils was explored through theirresponses to Articulate-specific questionnaires and to two standardised instruments (the Marsh Self Description Questionnaire and the Torrance Test of Creative Thinking - ‘Thinking Creatively with Words’), as well as through their focus group contributions. This second phase included evaluation of the project’s impact on staff through one-to-one interviews with school staff and analysis of an extended interview with the Traverse Theatre Literary Development Officer. A third phase (November 2005 – January 2006) was concerned mainly with data analysis, including pre- and post-project attainment level data for reading and writing, but also provided an opportunity for parents and a local community organisation to express views on the project. During this phase final discussions also took place with a primary Head Teacher and the Depute Head in the secondary school.
LanguageEnglish
Place of PublicationEdinburgh
Number of pages102
Publication statusPublished - 2008

Fingerprint

theater
pupil
evaluation
drama
art
teacher
interview
school
staff
teaching program
questionnaire
Group
document analysis
architect
learning
self-esteem
community
artist
English language
primary school

Keywords

  • education
  • drama
  • theatre education

Cite this

Soden, R., Scottish Executive (Funder), Seagraves, L., & Livingston, K. (2008). Evaluation of articulate project. Edinburgh.
Soden, Rebecca ; Scottish Executive (Funder) ; Seagraves, Liz ; Livingston, Kay. / Evaluation of articulate project. Edinburgh, 2008. 102 p.
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Soden, R, Scottish Executive (Funder), Seagraves, L & Livingston, K 2008, Evaluation of articulate project. Edinburgh.

Evaluation of articulate project. / Soden, Rebecca; Scottish Executive (Funder); Seagraves, Liz; Livingston, Kay.

Edinburgh, 2008. 102 p.

Research output: Book/ReportOther report

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AU - Seagraves, Liz

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N2 - The Articulate Project was commissioned by West Dunbartonshire Council, with funding from the Scottish Executive’s Future Learning and Teaching (FLaT) programme,The Scottish Arts Council, West Dunbartonshire Council and West Dunbartonshire Partnership. Activities relating to the project took place between May and December 2004. The overall aim of the Articulate Project was to “explore how or if the arts, and specifically drama and theatre practice, might impact positively on English language skills in the classroom” (AELP, 2005, p5). The five specific aims of the Articulate Project were to:· develop the creative and imaginative writing skills of participating pupils· improve the ability of pupils to communicate effectively· raise levels of pupils’ self esteem and self worth· increase pupils’ motivation to participate in, and enjoy, learning· create a positive impact on thinking skills, problem solving and team workingon individuals, schools and the community. The Traverse Theatre devised a programme of pupil activities with the help of a teacher in one of the participating primary schools. In the initial stage, all participating pupils (in eachclass from each of five schools) were introduced to drama techniques by a Traverse Theatre actress and they attended two theatre performances. In the next stage the focus shifted to creative writing, and a group of ten pupils from each class worked directly in 10 workshops with a Traverse Theatre playwright, in order to develop their own drama sketches, which were performed by professional actors in Denny Civic Theatre. At the same time, theremainder of each class engaged in similar creative writing lessons with their teacher. Although this second Articulate group did not have their work performed, they supported theDenny Civic Theatre production by producing art work with the help of a professional artist.There were three main phases in the evaluation, which began five months after the projectended. A first phase (June and July 2005) was designed to build up a picture of the Projectthrough extended interviews with its key architects and through document analysis. In a second phase (August – October 2005), impact on pupils was explored through theirresponses to Articulate-specific questionnaires and to two standardised instruments (the Marsh Self Description Questionnaire and the Torrance Test of Creative Thinking - ‘Thinking Creatively with Words’), as well as through their focus group contributions. This second phase included evaluation of the project’s impact on staff through one-to-one interviews with school staff and analysis of an extended interview with the Traverse Theatre Literary Development Officer. A third phase (November 2005 – January 2006) was concerned mainly with data analysis, including pre- and post-project attainment level data for reading and writing, but also provided an opportunity for parents and a local community organisation to express views on the project. During this phase final discussions also took place with a primary Head Teacher and the Depute Head in the secondary school.

AB - The Articulate Project was commissioned by West Dunbartonshire Council, with funding from the Scottish Executive’s Future Learning and Teaching (FLaT) programme,The Scottish Arts Council, West Dunbartonshire Council and West Dunbartonshire Partnership. Activities relating to the project took place between May and December 2004. The overall aim of the Articulate Project was to “explore how or if the arts, and specifically drama and theatre practice, might impact positively on English language skills in the classroom” (AELP, 2005, p5). The five specific aims of the Articulate Project were to:· develop the creative and imaginative writing skills of participating pupils· improve the ability of pupils to communicate effectively· raise levels of pupils’ self esteem and self worth· increase pupils’ motivation to participate in, and enjoy, learning· create a positive impact on thinking skills, problem solving and team workingon individuals, schools and the community. The Traverse Theatre devised a programme of pupil activities with the help of a teacher in one of the participating primary schools. In the initial stage, all participating pupils (in eachclass from each of five schools) were introduced to drama techniques by a Traverse Theatre actress and they attended two theatre performances. In the next stage the focus shifted to creative writing, and a group of ten pupils from each class worked directly in 10 workshops with a Traverse Theatre playwright, in order to develop their own drama sketches, which were performed by professional actors in Denny Civic Theatre. At the same time, theremainder of each class engaged in similar creative writing lessons with their teacher. Although this second Articulate group did not have their work performed, they supported theDenny Civic Theatre production by producing art work with the help of a professional artist.There were three main phases in the evaluation, which began five months after the projectended. A first phase (June and July 2005) was designed to build up a picture of the Projectthrough extended interviews with its key architects and through document analysis. In a second phase (August – October 2005), impact on pupils was explored through theirresponses to Articulate-specific questionnaires and to two standardised instruments (the Marsh Self Description Questionnaire and the Torrance Test of Creative Thinking - ‘Thinking Creatively with Words’), as well as through their focus group contributions. This second phase included evaluation of the project’s impact on staff through one-to-one interviews with school staff and analysis of an extended interview with the Traverse Theatre Literary Development Officer. A third phase (November 2005 – January 2006) was concerned mainly with data analysis, including pre- and post-project attainment level data for reading and writing, but also provided an opportunity for parents and a local community organisation to express views on the project. During this phase final discussions also took place with a primary Head Teacher and the Depute Head in the secondary school.

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Soden R, Scottish Executive (Funder), Seagraves L, Livingston K. Evaluation of articulate project. Edinburgh, 2008. 102 p.