All six classes were in schools in provincial (as distinct from metropolitan and rural) areas and were non-academically selective, mixed gender and had similar mixed socio-economic backgrounds. The remaining four schools were in Catholic systemic schools, one in Victoria (AUS) and three in New South Wales (AUS). Two of these teachers taught in independent non-faith-based schools, one in New South Wales (AUS) and one in Victoria (AUS). The six teachers and their classes were observed at work in their classrooms on a single occasion over a four-month period. Four other schools’ timetables did not match with the research requirements. Of the initial 12 volunteers, two teachers had moved to a new school and observation was no longer possible. Teachers in two of these schools volunteered to take part, but neither was using masks with Year 9 or 10 students. The public education sector did offer several schools considered to have achieved high quality teaching and achievement in drama that the researcher could approach. This final participant class was observed as a point of comparison between mask and non-mask use.Īll six classes were elective drama classes in non-government (Catholic or Independent) schools. Five of the classes observed used masks as the key tool, and one did not and had never used masks in a classroom setting. The selection of the final six classes was in part due to availability in curriculum cycle, of classes to be observed in the study. Of the 12 volunteer teachers, six teachers in different schools were observed at work with their participating class. The classes involved were middle school years 9 - 10 partaking in ongoing mask work as part of their normal curriculum. Drama teachers across Australia, were asked to complete a survey in regard to their usage of, and training, in masks for education in the Drama classroom Twelve teachers out of 49 who participated in earlier research volunteered to have their classes observed and their students invited to be interviewed. Previous, related research into Australian teacher knowledge and engagement of masks asked for potential volunteers for the classroom observation of this study. One of the main goals was to undertake observation comparison for these classes by looking at teaching methodologies and student engagement. The initial choice of analysis of data, to determine the role and place of masks in the curriculum, was to use a mixed methods approach of both quantitative and qualitative data (Cresswell & Clark, 2011). Students with recognised neurological disabilities were additionally observed to have a higher level of engagement and inclusion, both personally and from “others”. Observational data and the students’ own self reflections demonstrated increased students’ self-awareness and engagement in the learning process. The central research question was, “What impacts do masks have on the engagement, social development and identity of adolescents in schools.” In addition, a sub-question was researched: what can be learnt through observation about how masks are taught and used in the teaching of Drama and Theatre Studies in Australian secondary schools? The student commentary of their experiences is then presented, followed by an analysis of the data. The context for the schools involved is presented, followed by a narrative of each of the observations. This article presents the data and responses from the research of mask usage in secondary Drama classrooms, where classes were observed, coded, and students were interviewed in regard to their experiences. Through embodied learning techniques, from a foundational basis of self-discrepancy theory, drama can allow students to engage in the process of self-actualising (Wright, 2006). ![]() The research argues for further research needing to be undertaken in this area, not only with masks and their potential for wider educational impact, but also in the use of performative objects as tools for learning.ĭrama presents a particular role in engagement for children in their learning. In particular masks may also provide a more inclusive way of supporting students with special education needs (SEN), improving their confidence and overall learning experience. The findings suggested that masks may have a potentially positive academic, emotional and self-awareness developmental impact on students. Using observation and coding of classes observed, followed by interview responses from students, the key results of what impacts masks have the engagement and social development and identity of adolescents in schools is explored in this paper. Whilst we know that masks are used within the classroom, for the teaching of Drama, what is not known is the what, if any impact there is. This article presents research on the usage of masks in the Australian secondary classrooms.
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