After analysing the various virtues and linking them with Drama learning objectives and particular schemes of work, I decided to focus on two specific virtues:
Rationale: The University of Kent looked at the skills required by graduates based on a number of surveys undertaken by Microsoft, Target Jobs, the BBC, Prospects, NACE and AGR and other organisations. They summarised that teamwork was second only to verbal communication skills in its desirability. Other studies consistently show the same top two soft skills that employers are looking for in candidates.
This means that an improvement in this skill will add value to Drama lessons for KS3 pupils who do not go on to study Drama at KS4.
Additionally, when pupils first start Drama in year 7, team working skills are often at the heart of any behaviour management problems that arise. This applies equally to high achievers as well as the less able with high achievers often getting very frustrated that their mark depends on other pupils effort and behaviour. An improvement in this skill usually comes over time as pupils make the link themselves, but some pupils do continue to struggle with it throughout their Drama studies. A more stable development of this virtue in year 7 would give all pupils the opportunity to progress even further in other Drama skills that cannot be explored fully without adequate teamwork skills thus leading to higher achievement overall.
Action: Whilst I often draw parallels to the world of work colloquially, I have never taught teamwork as a specific skill as the majority of pupils eventually make the link themselves. I decided to take a stepped approach to its introduction:
a. Spring one half term, I am going to ensure I give examples of good teamwork skills when grouping for assessment.
b. Spring 2 will see the addition of teamwork as part of the success criteria and I will teach it in a more explicit way.
In this way I should be able to compare attitudes to team members and the affect on achievement.
2. Community/Social Justice
Rational: We all agree that pupils should be less selfish and self centred but how can we get them to consider the injustices other people suffer in a meaningful way? They are aware the future belongs to them, but do they understand their responsibility to it?
Art is a meaningful way of commenting on the world and, sometimes, offering solutions. Creation is right at the top of Bloom's taxonomy. Therefore it follows that creating art should be the best way to engage pupils to learn about world injustice and community issues.
Action: These virtues link very closely with a Docu-Drama SOW currently taught to year 8. As year 8 are on a carousel, I have the opportunity to apply three different conditions to my research.
a. Teach the SOW as usual with no mention of civic duty
b. Explain what civic duty is, possibly include it in the success criteria
c. Dedicate a full lesson to the explicit teaching of civic duty, especially community and social justice
I will then compare the achievement of pupils and the quality of the work from these three conditions to evaluate the success of these three approaches.