The impact of the Shakespearean theater production experience on the development of adolescent self-esteem, positive risk-taking and pro-social peer bonding
Abstract
The hypothesis was that the challenge of performing in and producing one of Shakespeare's plays would give adolescents an experience of rigor and excitement that would enhance self-esteem, would provide opportunities for positive risk-taking, and would encourage pro-social peer-bonding. Working with an experienced youth theater director, a group of 17 middle school students rehearsed, produced and performed a full-length play by Shakespeare as an elective class. The students took a pre-test using the Rosenberg Self-Esteem scale and the students used the same scale as a post-test. An analysis of the pre- and post-test scores showed a rise in self-esteem that was statistically significant. Risk-taking and peer-bonding behaviors were examined through triangulation of qualitative data: daily researcher journal, weekly student journals, and bi-weekly group discussion. The qualitative data supported the findings of the quantitative data in noting an increase in self-esteem. The qualitative data supported the students' taking of positive risks. The qualitative data on peer-bonding was inconclusive.
Recommended Citation
Lisa Hodge Kander,
"The impact of the Shakespearean theater production experience on the development of adolescent self-esteem, positive risk-taking and pro-social peer bonding"
(January 1, 2009).
ETD Collection for Wayne State University.
Paper AAI3344434.
http://digitalcommons.wayne.edu/dissertations/AAI3344434
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