ILSA in Arts Education: The Effect of Drama on Competences
Peer reviewed, Journal article
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Original versionGjærum, R. G., Cziboly, A., & Eriksson, S. A. (2022). ILSA in arts education: The effect of drama on competences. In T. Nilsen, A. Stancel-Piątak, & J.-E. Gustafsson (Eds.), International handbook of comparative large-scale studies in education (pp. 547-577). Springer. 10.1007/978-3-030-88178-8_23
This chapter discusses the role of aesthetic education with a focus on educational drama and theatre. It investigates the lack of international large-scale assessment (ILSA) studies in the field of aesthetic education and exemplifies how to measure competence development in one of the aesthetic subjects: drama, based on the international mixed method large-scale assessment study DICE (Drama Improves Lisbon Key Competences in Education). The aim is to gain new understanding of the role of aesthetics in schooling, relating traditional philosophical arts theory from Aristotle and Dewey to relevant contemporary conceptualizations, such as twenty-first century skills (OECD), Lisbon Key Competences (EU), and Education for Sustainable Development (UNESCO). The discussion considers three main questions: Why does only a few international large-scale quantitative assessments of drama education exist? Why are researchers and practitioners in drama education skeptical about quantitative measurements? Can we design large-scale assessment studies in drama education?