Improving Dramatic Speaking Skills for the Class Play
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| Title: | Improving Dramatic Speaking Skills for the Class Play |
|---|---|
| Language: | English |
| Authors: | Lynn Everett |
| Source: | International Journal of Education & the Arts. 2026 27(10). |
| Availability: | International Journal of Education & the Arts. 1310 South 6th Street, Champaign, IL 61820. Tel: 402-472-9958; Fax: 402-472-2837; Web site: http://www.ijea.org |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Elementary School Students, Grade 5, Grade 6, Drama, Dramatics, Speech Skills, Self Esteem, Foreign Countries, Intervention |
| Geographic Terms: | Australia |
| ISSN: | 1529-8094 |
| Abstract: | Elementary school students' ability and confidence in dramatic speech within the context of a theatrical play performance is varied and will depend on the level of attention given to speech development. This action research investigated an issue identified in teacher practice associated with the quality of Grade 5/6 students' speech when rehearsing and performing the annual class play. The purpose of the study was to improve skills and delivery while also expanding confidence. An intervention was designed and delivered during the regular play rehearsal period, involving speech exercises, modelling, and coaching. Using qualitative action research methods, data was gathered via pre- and post- student questionnaire, teacher interview, observation, and reflective journaling. Data was analyzed using thematic analysis of content and artefacts. Findings indicate that a targeted whole class program of speech exercises in conjunction with group and individual vocal coaching have a positive impact on students' dramatic speech and confidence. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505897 |
| Database: | ERIC |
| Abstract: | Elementary school students' ability and confidence in dramatic speech within the context of a theatrical play performance is varied and will depend on the level of attention given to speech development. This action research investigated an issue identified in teacher practice associated with the quality of Grade 5/6 students' speech when rehearsing and performing the annual class play. The purpose of the study was to improve skills and delivery while also expanding confidence. An intervention was designed and delivered during the regular play rehearsal period, involving speech exercises, modelling, and coaching. Using qualitative action research methods, data was gathered via pre- and post- student questionnaire, teacher interview, observation, and reflective journaling. Data was analyzed using thematic analysis of content and artefacts. Findings indicate that a targeted whole class program of speech exercises in conjunction with group and individual vocal coaching have a positive impact on students' dramatic speech and confidence. |
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| ISSN: | 1529-8094 |
