We considered it important to measure, follow, and Research the impact of the process, using the encounters of the Well-being Curricula as core material for observation. Project partners from the UK, from Hungary and from the Czech Republic invited academics and professionals to collaborate in the analyses of results and creation of the studies, which we share through this book.
Ben Ballin took an interpretative and ethnographic approach to qualitative data from teachers participating in the project. This was subsequently analysed by an expert interpretation panel, involving Dr. Gill Brigg, Stacy Brown, and Matt Hinks. The research explored how the Theatre in Education Company Big Brum sought to meet the needs of the ‘displaced child’ by engaging these teachers in a felt and creative manner.
Dr. Gabriella Dóczi-Vámos and Dr. Lilla Lendvai, with the help of Zsófia Jozifek from Nyitott Kör, conducted an Art Based Participatory Action Research, following and affecting closely the sequence of workshops with teachers, exploring key factors of their professional well-being and the role of Drama and Theatre in Education in it.
Hana Cisovská, Eva Janebová and Lenka Polánková, collaborating with Lužánky, carried out a qualitative research that functions as a probe into how selected teachers and school management workers understood well-being, and how this was reflected during the encounters of the project.
We wished to develop evidence-based materials about the impact of the processes throughout the project, to raise awareness about the situation in each place, its challenges, educational problems, and the points of view of different actors. We aimed to articulate why Drama and Theatre in Education are strong stimuli for enabling participants to become agents of change, and how they can support the well-being of teachers, students and that of the school as an organisation. We will be happy to discuss, debate and be questioned about our results, with the aim of fostering a shift that raises awareness about conscious work on the well-being of schools, and the importance of creativity in education.
Download the research report here
“It is very interesting to find research included in the Consortium in most of the countries and cases. I am used to finding out that the researchers are themselves working as teachers, or instructors, or are making ‘participating observations’ during the actions of the authentic processes ‘in the field’. In this case, the groups invited academics and professionals to collaborate in the analyses of the results and creation of the studies.”
/ Pirjo Vaittinen,Tampere University, PhD, University Lecturer (emer.), Theatre Critic and Researcher, Drama and Theatre Educator“The documentation demonstrates that the project was planned with great care and attention to detail. The needs of the participants were central to all of the activities and, as a result, their feedback provides ample and persuasive evidence of the impact of the project. Bringing the success of this project into the consciousness of other drama practitioners and organizations would inspire practice from school based workshops for students to in-service training for teachers and ideally more collaborative, international projects.”
/ Andy Kempe Emeritus Professor, University of Reading“I think that well-being of all in these troubled times is the absolute priority in each country in the world. We could all easily become dropouts from life and normality, and the new normality that is coming or that we are already living, shifts the focus from the previously marginalized individuals to the perception that we all are marginalized and endangered in one way or the other. Your project allows us to admit how fragile and imperfect we are, and to cherish this fragility and imperfectness. To find ways to pay attention, observe and allow us all to be simply human and vulnerable.”
/ Sanja Krsmanović Tasić, Theatre director, choreographer, actress, drama and dance teacher, IDEA president, Centre for Drama in Education and Art president, artistic director of Hleb teatar“I think the project brings new perspectives on the teacher's approach to students and introduce drama education as a suitable means for effective approach to students and colleagues in creating a friendly and creative environment for education and build up well being comfort. It is important to realize and designate what leads to a well being climate at school, in the classroom, in relationships and to find a way to fulfill it. The means of drama education are very effective in this.”
/ A TeacherThe project is co-funded by the Erasmus Plus programme of the European Commission of the European Union. Project number: 2019-1-HU01-KA201-06127.
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