“Teachable moments for Values through Drama”

1. “Teachable moments for Values through Drama” MOE-developed Drama module in PAL Research findings from pilot study ARTS EDUCATION BRANCH

2. INTRODUCTION For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. • The team: • Adrian Wong, Arts Education Officer (Drama) • Eddy Norisman Ismail, Arts Education Officer (Drama)

3. OVERVIEW OF THE SESSION For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. • Setting the scene: Drama in PAL • Enter the lead actors: Programme Evaluation and Research-informed design • The plot thickens: Drama and Values - Planned Teachable moments ? • The design of the PAL lesson plans • The resolution: Findings from the research • Impact on pupils, and • Educational considerations for Drama in primary schools.

4. DRAMA AND PAL(Programme for Active Learning) For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. • Having Drama in PAL meet two objectives: • Exposure to Drama as performing art, and • Nurture pupils’ confidence, curiosity, cooperation skills and socio-emotional competencies.

5. DRAMA AND PAL(Programme for Active Learning) For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch.

6. LEARNING DRAMA Making DRAMA Responding Presenting For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. Students learn Drama through the dimensions of Making, Presenting and Responding.

7. LEARNING DRAMA MakeDrama when they contribute ideas to the role-play PresentDrama using body and facial expressions to show their ideas Respondto Drama when they have an opinion about the role-play, their peers’ presentations or issues contained in the Drama For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. At Primary One and Two, students:

8. THE RESEARCHENTER THE LEAD ACTORS For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch.

9. TRANSLATING RESEARCH For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch.

10. LITERATURE SCAN (1) For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. A) Drama curriculum in Primary school In other countries, Drama is both discipline and pedagogy (Stinson, 2007). Drama pedagogy is based on social-constructivist theories of learning. The teacher sets up an imaginary scenario for the students to collectively role-play, allowing them to react and make decisions as the story unfolds.

11. LITERATURE SCAN (2) For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. B) Drama and Values Winston (1998) and Edmiston (2000) provided different philosophical and theoretical frameworks on the potential of Drama for moral and ethnical education. However, at this point there is yet research to categorically show “proof” that Drama has an impact on students’ values. Why do you think this is so?

12. LITERATURE SCAN (3) For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. C) Effective features of professional development : • Analogue experiences, • Strong content provided, • Peer learning, and • Support from trainers. D) Formative programme evaluation: • For Arts Education programmes, a key area to assess is on teachers’ and stakeholders’ views on the programme.

13. DESCRIPTIVE MULTI-SITE CASE STUDY Systems and structures Beliefs & practices For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch.

14. MULTI-SITE CASE STUDY For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch.

15. 21ST CENTURY COMPETENCIES • SE Competencies • Key focus for PAL • CORE VALUES • Respect • Responsibility • Resilience • Integrity • Care • Harmony For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch.

16. IMAGINE THIS… For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. Everyone in the neighhourhood enjoys going to the park. The children especially like to play at the playground. Next to the playground is a cafe run by an old and kind owner, Auntie Chia. Baz the vandal likes to write his name on the slides in the playground and on the walls of the cafe. The children meet with him to have a chat.

17. ACTIVITY For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. Drama strategy: ROLE-ON-THE-WALL

18. ACTIVITY • BAZ • In your opinion, • how is he like on the inside? • how does he look like? • what might people say about him? For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch.

19. ACTIVITY For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. Drama strategy: TEACHER-IN-ROLE

20. Drama in PAL : Creating teachable moments for Values Education For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. Drama provides fictional situations for students to respond to. Even quiet students are engaged in thinking and reflecting about the situations!

21. ROLE OF THE TEACHER For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. Developing the student outcomes (PAL, SEL, Values) through Engaging their imagination & Facilitating their learning

22. THE PAL(DRAMA) MODULE For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. The module has 10 lessons over 5 lesson units. Each lesson unit revolves around a story through which students learn about Drama as performing art and are also engaged to think about the moral issues contained within.

23. TEACHABLE MOMENTS FOR VALUES? For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. Each lesson unit contain a key moment for students to reflect upon, discuss and make decisions. The teacher, while he or she is in-role, introduces information and moral dilemmas for the students. The students’ responses show their values.

24. WINDOWS TO PAL (DRAMA) Students from CHIJ (Katong) Primary working as a group to make a Freeze Frame of a scene in a mountain village. Students from Da Qiao Primary School working as a class to make a playground. For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. Here are some photographs and students’ work that provide you with glimpses of PAL (Drama) lessons:

25. WINDOWS TO PAL (DRAMA) A group of students from Fuhua Primary School presenting the Freeze Frame they made to their attentive classmates and teacher, MdmFadhilah. For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch.

26. WINDOWS TO PAL (DRAMA) Students from River Valley Primary School actively contributing to the Drama facilitated by their teacher, Ms Farah HadiahBte Jamil. Ms SumathiVadiveloo from Woodlands Primary School using Teacher-in-Role to engage enthusiastic students. For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch.

27. RESEARCH QUESTIONS AND FINDINGSTHE RESOLUTION For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. What is the extent of fidelity of implementation? • Teachable moments for Values are consistent across the lessons observed.

28. Research Questions and FindingsTHE RESOLUTION For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. What are the factors that contributed to the success? Research-informedlesson plans and professional development, peer-learningand support are key factors of success.

29. RESEARCH FINDINGSTHE RESOLUTION For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. What are some of the outcomes? Teachers were more confident in lesson delivery, enjoyed lessons, indicated improved TSR and interest to use Drama for learning. Most of them want to continue to teach this module. Students enjoy the lessons and are able to recall the values. Teachers reported students’ change in behaviour.

30. WHAT TEACHERS SAID Adrian Yan, Da Qiao Primary School For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. My students had to consider the space around them and they learnt about respecting boundaries.

31. WHAT TEACHERS SAID Vinothini Rajah (Ms), River Valley Primary School For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. I really enjoy teaching this PAL (Drama) module because it brings out the fun in learning and the learning through fun.

32. WHAT PARENTS SAID My child commented how awesome it was to have their form teacher, Mrs Siva, to join them in tier performance. Highly commendable to have drama classes in school … [Students] learn morals and values ... My child said that the lessons provided her with opportunities to work in teams with her classmates and promotes the building of friendship. For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch.

33. WHAT STUDENTS SAID Group reflection of students from CHIJ (Katong) Primary For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch.

34. CONCLUSION For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. Drama and Values: Drama provides a high potential for instilling values due to positive emotions and high recall by students, and reinforcement of values by teachers in FTGP and CCE lessons. Use of Drama in primary schools: Students learn through process and imagination, not performances. Learning needs to be age- and experience-appropriate; and Teachers as facilitators of students’ learning.

35. APPLICATION For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. After this sharing, consider : how might you approach Values Education in your school? how might you approach Drama Education in your school?

36. Our society Our Values 13 May 2014, TODAY For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch.

37. “Teachable moments for Values through Drama” on OPAL For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. • Log-in • Projects and Programmes • Programme for Active Learning (PAL) • PAL (Drama)

38. CONTACTS For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. Adrian Wong, Arts Education Officer (Drama) adrian_wong@moe.gov.sg Eddy Norisman Ismail, Arts Education Officer (Drama) eddy_norisman_ismail@moe.gov.sg

39. REFERENCES (SELECTED) For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. Edmiston, B. (2000). Drama as Ethical Education. Research in Drama Education, (5)1, 63-84. Guskey, T. R. (1995). Professional Development in Education: In Search of the Optimal Mix. In T. R. Guskey & M. Huberman (Eds.), Professional Development in Education: New Paradigms and Practices (pp. 114 - 131). New York: Teachers College Press. Guskey, T. R. (2002). Professional Development and Teacher Change. Teachers and Teaching: theory and practice, 8(3/4), 381-391. Guskey, T. R. (2003). The Characteristics of Effective Professional Development: A Synthesis of Lists. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.

40. REFERENCES (SELECTED) For MOE internal use only. Do not copy or use part of the material without explicit permission from Arts Education Branch. O’Toole, J. & Dunn, J. (2002). Pretending to learn: Helping children learn through drama. Malaysia: Pearson Education. Stake, R. (1975). To evaluate an arts program. In R. Stake (Ed.), Evaluating the arts in education: A responsive approach (pp. 13 – 31). England, Chas Merrill. Stinson, M. (2007). The shifting sands of curriculum development: A case study of the development of the years 1 to 10 the arts curriculum for Queensland schools. Unpublished Doctoral Thesis, Griffith University, Australia. Winston, J. (1998). Drama, narrative and moral education: Exploring traditional tales in the primary years. London, Falmer.