|dc.description.abstract||The potential benefits the study of Drama brings to students has been widely explored in recent years. Most of this research has focussed on the developmental benefits within a primary school environment. Little consideration has been given to the attitudes towards Drama of those working and studying within secondary school communities.
This dissertation seeks to address these omissions. It examines the theory that students are becoming increasingly positive towards the subject – even in the face of negativity from a variety of sources. The study examines whether individual and collective attitudes to Drama influence secondary school students, teachers and the wider school support network.
Three secondary schools participated in this study. Eighty four students completed a questionnaire and three Drama teachers were interviewed. Social and text based research methods were used to gain qualitative and quantitative data. SQA statistics were analysed to identify trends in student attainment in recent years.
Evidence suggests that whilst there is still some negativity surrounding the status of Drama in the minds of certain sectors of the school community, this appears to be outweighed by the positivity felt for the subject by staff and students alike. Their attitudes are increasingly positive, with many students feeling that Drama has had an impact on them as an individual - through growth in their self-confidence and self-awareness. These outcomes suggest a positive future for Drama, a recognition of its rightful place within the curriculum, and the fulfilment of the potential of its students and practitioners.||en