Oldal 151 [151]
OCR
CHAPTER FOUR: RESEARCH METHODOLOGY Research in the field of drama is most often gualitative, ?? researchers might employ some guantitative tools, but investigations are rarely done with large numbers of participants in this field. One of the few important guantitative enquiries in this territory was the DICE research, which was perhaps the largest international research in the field of educational drama and theatre?! which used guantitative methods to measure the impact of educational drama and theatre on five Lisbon key competences. Ihe impact of drama and theatre education on communication in the mother tongue, learning to learn, social and civic competences, sense of initiative and entrepreneurship and cultural awareness and expression were recorded with eight different data collection methods from 4475 students participating in 111 different programs in 12 countries.°® The aim of DICE was to measure the impact of programmes that represent a variety of drama approaches so results could reflect the wide field of drama and theatre education in order to prove the effectiveness of drama and use the results for the advocacy of this field. Philip Taylor states that qualitative research “has now been widely adopted in drama education research”*® and the publication in which he writes these lines supports this statement by presenting seven different qualitative research methodologies applied to examine drama work. Some examples of the different methodologies employed in drama follow below. Winston argues that a case study approach suits research into drama in education because it allows researchers to “seek out rather than solve problems, provoke rather than answer questions, deepen our understanding rather than rush to closure. In fact as any good drama would be used”.’” Winston also explains that a case study research would concentrate “on depth rather than breadth”,*** exploring the complexities and circumstances of the case it investigates. Belarie Zatzman offers the methodology of narrative inquiry as a possible approach to researching drama teaching. “Narrative inquiry asks us to retell our stories as research and to examine those stories critically. If we 533 Judith Ackroyd: Introduction, in Judith Ackroyd (ed.): Research Methodologies for Drama Education, Stoke on Trent, Trentham Book, 2006, ix. Stig A. Eriksson — Kari Mjaaland Heggstad — Katrine Heggstad — Cziboly Addm: “Rolling the DICE”. Introduction to the international research project Drama Improves Lisbon Key Competences in Education, Research in Drama Education: The Journal of Applied Theatre and Performance, 19, 2014/4, 403. Cziboly, Addm (ed.): The DICE has been cast; Research findings and recommendations on educational theatre and drama, Budapest, DICE Consortium, 2010, 3. Philip Taylor: Power and Privilege: re-envisioning the qualitative research lens, in Judith Ackroyd (ed.): Research Methodologies for Drama Education, Stoke on Trent, Trentham Books, 2006, 7. Joe Winston: Researching Through Case Study, in Judith Ackroyd (ed.): Research Methodologies for Drama Education, Stoke on Trent, Trentham Books, 2006, 45. Ibid., 41. 534 53: a 53 a 53 S 53: æ + 150 +
