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Heroes Aren’t Hard to Find: Playback Theatre and Character Education

References
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Appendix A

Child Consent Form

Research on the project “Heroes Aren’t Hard to Find” at Sedgefield Elementary
Dear Sedgefield Elementary fifth-graders,

You are being asked to participate in a study on the impact of using Playback Theatre to teach character traits in conjunction with your school’s Character Education program.  This study is part of my Ph.D. program in Performing Arts Integration in Education at the Union Institute and University.  Information about this new project will help us determine if Playback Theatre is an effective way to promote positive character traits in an elementary school setting.

You will be asked to attend three different Playback Theater performances that have a specific character trait focus.  Members of the audience, which will include you, will be invited to come up on stage and share a real story from their life relating to the character trait/topic for that performance. After someone tells a story, the actors will act out their story for the audience. You do not have to volunteer to tell a story unless you would like to, and even if you volunteer, you may not be chosen to tell your story.  Your teacher will not make you tell a story either, and you can change your mind at any time, even if you have come up on stage already to be a teller.  You will not be required to perform as an actor.  You will be asked to fill out a brief feedback card after each performance that will not be graded or have your name on it.  You are not required to fill out the card, or you may choose only to answer some of the questions.

 In addition, 6-8 students will be asked to participate in a focus group discussion before the performances to determine their prior knowledge of Character Education and the general school climate.  After the last performance is given, three students will be asked to participate in an interview regarding the performances they have seen.  All participation is voluntary and you may opt out of the focus group or the interview, or as a teller, at any time and no one will be mad at you or punish you for this. 

 While my findings will be published, your identity will be kept confidential.  You will not receive a grade for any participation in this project.

The only potential risk I am aware of is that of choosing to share your personal experiences during performances.  This risk is no greater than the sharing you may do during a class discussion about character traits or Character Education.  I expect that you will enjoy the interactive format of this improvisational theatre and will benefit from the cultural experience of live theatre.  You will also have an opportunity to see some adults model positive character traits during performances and tell their stories.

There is no financial compensation for your participation in this study

You are free to choose whether or not to participate in any aspect of this study.  If you decide not to participate at any point, please let your teacher know.  If you have any questions or concerns, please contact me, Maria Curran at 704-523-5567.  You may also contact my adviser, Dr. Kenneth Suslak at 303-429-0884.Subject Authorization

I have read and understand this consent form and I volunteer to participate in this research study.  I understand that I will receive a copy of this consent form, and that this does not negate my legal rights in case of negligence or other legal fault of any person involved in this study.  I understand that nothing in this consent form is intended to replace applicable Federal, state or local laws.

Signatures
     Participant Name (printed): ___________________________________________
Participant Signature: ________________________________________________
Date: ___________________________

     Researcher’s Name: Maria Curran         Date: 1/26/05
Researcher’s Signature _____________________________________________

 


Appendix B

Parent Consent Form

Research on the project “Heroes Aren’t Hard to Find” at Sedgefield Elementary

Dear Parents/Guardians of Sedgefield Elementary fifth-graders,

Your child is being asked to participate in a study on the impact of using Playback Theatre to teach character traits in conjunction with your school’s Character Education program.  This study is part of my Ph.D. program in Performing Arts Integration in Education at the Union Institute and University.  Information about this new project will help us determine if Playback Theatre is an effective way to promote positive character traits in an elementary school setting.

Your child will be asked to attend three Playback Theater performances, each with a different character trait focus, where as audience members they will be invited to come up on stage and share real stories from their lives relating to the character trait/topic.  After a story is told, the Playback Theatre actors will retell the story in a skit format.  Telling a story on stage is strictly voluntary and no pressure will be put on any child to be a teller.  They can change their mind at any point and there will be no repercussion from their teacher or myself.  Your child will not be required to be an actor.  Your child will be asked to fill out a brief feedback card after each performance that will not be graded or have their name included.   They can choose not to fill out the card or only answer some of the questions. 

 In addition, 6-8 students will be asked to participate in a focus group discussion to determine their prior knowledge of Character Education and the general school climate.  After the last performance is given, three students will be asked to participate in an interview regarding the performances he or she has seen.  A CMS employee will be present during the focus group and the interviews. 

All participation is voluntary, and your child will not receive a grade for this project.  Students may opt out of any performance attendance, the focus group or the interview at any time.

While my findings will be published, all participants’ identities will be kept confidential and names will not be used on any written forms.  Interview tapes will be secured at my office and destroyed at the appropriate time.

The only potential risk I am aware of is that of potential self-disclosure during performances.  This risk is no greater than the self-disclosure your child might make during a class discussion about character traits or Character Education.  I expect that your child will enjoy the interactive format of this improvisational theatre and will benefit from the cultural experience of live theatre.  Your child will also have an opportunity to see adults model positive character traits during performances. 

There is no financial compensation for your participation in this study.

Your child is free to choose whether or not to participate in any aspect of this study.  The school will be provided with the findings from this study.  If you decide not to allow your child to participate at any point or if you have any questions or concerns, please contact me, Maria Curran at 704-523-5567.  You may also contact my adviser, Dr. Kenneth Suslak at 303-429-0884

Subject Authorization
I have read and understand this consent form and I consent to my child’s participation in this research study.  I understand that I will receive a copy of this consent form, and that this does not negate my legal rights in case of negligence or other legal fault of any person involved in this study.  I understand that nothing in this consent form is intended to replace applicable Federal, state or local laws.

Signatures
     Parent/Guardian Name (printed): _______________________________Child Name _______________
Parent/Guardian Signature: ________________________________________________
Date: ___________________________

Researcher’s Name: Maria Curran
Researcher’s Signature: ______________________________________________
Date: 1/26/05


Appendix C

Staff Consent Form

Research on the project “Heroes Aren’t Hard to Find” at Sedgefield Elementary

Dear Sedgefield Elementary Faculty and Staff,

You are being asked to participate in a study on the impact of using Playback Theatre to teach character traits in conjunction with your school’s Character Education program.  This study is part of my Ph.D. program in Performing Arts Integration in Education at the Union Institute and University.  Information about this new project will help us determine if Playback Theatre is an effective way to promote positive character traits in an elementary school setting.

You will be asked to attend three Playback Theater performances where audience members will be invited to come up on stage and share real stories from their lives relating to the character trait/topic for each performance. After a story is told, the actors will retell the story in a skit format.  Tellers can be adults or children and telling a story is strictly voluntary.  A teller can change their mind at any point.  No one will be required to act out their story.  You will be asked to have students fill out a brief feedback card after each performance that will not be graded or have their name included.  This is voluntary and students may refuse or answer only some of the questions if they like.   At the end of the third performance you will be asked to complete a written evaluation form on the project which is also voluntary.

In addition, prior to the first performance, you will be asked to participate in a focus group discussion to determine what character traits will be the performance topics.  You may also be asked to participate in an interview for more detailed evaluation after the last performance.  You will also be invited to attend a workshop to introduce you to Playback Theatre and its application in education. 

While my findings will be published, all participants’ identities will be kept confidential and names will not be used on any written forms.  Interview tapes will be secured at my office and destroyed at the appropriate time.

The only potential risk I am aware of is that of self-disclosure during performances.  This risk is no greater than the self-disclosure a child might make during a class discussion about character traits or Character Education.  I expect that you and the students will enjoy the interactive format of this improvisational theatre and will benefit from the cultural experience of live theatre.    In addition, you will learn ways to use improvisational theatre techniques in your curriculum.

There is no financial compensation for your participation in this study. You are free to choose whether or not to participate in any aspect of this study.  You will be provided with the findings from this study.  If you decide not to participate at any point or if you have any questions or concerns, please contact me, Maria Curran at 704-523-5567.  You may also contact my adviser, Dr. Kenneth Suslak at 303-429-0884.

 

 

 

 

 

Subject: Authorization
I have read and understand this consent form and I volunteer to participate in this research study.  I understand that I will receive a copy of this consent form, and that this does not negate my legal rights in case of negligence or other legal fault of any person involved in this study.  I understand that nothing in this consent form is intended to replace applicable Federal, state or local laws.

Signatures
     Participant Name (printed): ___________________________________________
Participant Signature: ________________________________________________
Date: ___________________________

     Researcher’s Name: Maria Curran
Researcher’s Signature: ______________________________________________
Date: ___________________________    

 

 

 


Appendix D

Teacher Focus Group Guide

 

  1. What experiences have you had, either personal or professional, with Character Education (CE) programs?
  2. How integral is CE to learning and child development? Explain.
  3. What do you think the goals of a CE program should be?
  4. Who should be responsible for managing or supervising CE programs?
  5. Who should be responsible for implementing CE programs?
  6. What are the potential barriers to implementing CE in your school?
  7. How much time should be invested in CE on a monthly basis?
  8. How should CE programs be implemented? (i.e. awards, activities, curriculum, programs)
  9. What type of training do teachers and staff need in CE?
  10. How can CE programs best be evaluated?
  11. What character traits does this school need to emphasize?
  12. What social/emotional factors affect students’ character development?
  13. How can parents be included in CE programs?
  14. What question should I have asked that I didn’t?

 

 


Appendix E

Student Focus Group Guide

 

  1. What do you think the term Character Education means?
  2. What types of Character Education activities, if any, do you know of in this school? (i.e. awards, programs, lessons)
  3. How do these Character Education activities help students?
  4. What Character Education traits have you learned about in school?
  5. How do the adults in this school show or demonstrate these traits?
  6. How do kids in this school show or demonstrate these traits?
  7. How do kids in this school get along with each other?
  8. How do kids in this school get along with teachers and staff?
  9. What can the kids do to make this school a better place to learn?
  10. What can the teachers do to make this a better place to learn?
  11. How can parents and families make this school a better place to learn?

 


Appendix F

Sample Survey Card

Survey Card – First Performance February 21, 2005

Thank you for participating in “Heroes Aren’t Hard to Find”.  Your answers to these questions will help us evaluate this program.  Please use the back of this card if you need more room for additional comments or if you want to write a story you didn’t share during the show.

Did you like the performance? A lot    A little   Not at all (circle one)

Did you tell a story or feeling?  Yes     No    (circle one)

What is one moment that you remember?

 

 

Did you learn anything about responsibility or the tellers who shared stories?

 

 

How do you think you and other students might benefit from this show?

 


Appendix G

Staff Evaluation Form

Please complete this form and return to Maria Zancanaro by April 22, 2005. 

  1. What is your current position at this school?

_____ Classroom teacher                    _____ Specialist teacher
_____ Administration

  1. How long have you worked at this school?
  2.      _____ less than one year                     _____ 1 – 3 years

     _____ 3- 5 years                                  _____ 5 or more years

  1. How long have you worked in education?  _______________

 

  1. Which performances did you attend?  _____ Responsibility

______ Self-esteem                             _____ Bullying

  1. Did you tell a story at any of these performances?  ____ yes  ____ no

 

  1. What is one moment you remember from a performance?

 

  1. What, if anything, did you learn about someone who was a teller?

 

  1. Of the performances you attended, what was the overall student response?  _____ very positive     _____ somewhat positive    

     _____ neutral     _____ somewhat negative     _____ very negative

  1. What was the overall staff response?

      _____ very positive     _____ somewhat positive     _____ neutral
_____ somewhat   negative     _____ very negative

  1. Did you expand upon any of the topics or stories from any of the 

          performances with students?  _____ yes     _____ no   If yes, please
describe what you did:

 

  1. What, if any, positive impact have you noticed from the performances?  _____ student discussion/reflection of topics/stories

_____ staff discussion/reflection of topics/stories
_____ student application of ideas generated from performances
_____ increased student interest in Character Education concepts
_____ increased student interest in theatre/drama
_____ increased staff interest in Character Education programming
_____ none
_____ other ___________________________________________

  1. What, if any, negative impact have you noticed from this project?

_____ negative comments from students about tellers
_____ negative comments from students about performances
_____ negative comments from staff about the performances
_____ negative comments from parents about the project in general
_____ other ____________________________________________
_____ none

  1. How  effective were the performances in promoting understanding of

The character traits presented?  _____ very effective
_____ somewhat effective     _____ not effective

  1. How can we improve this program? 

     _____ increase length of performances     _____ use student actors
_____ decrease length of performances    _____ invite other staff
_____ increase number of performances   _____ include other grades
_____ more audience participation            _____ involve parents
_____ other – please explain

 

 

  1. Additional comments:

 

 

Thank you!


Appendix H

Student Interview guide

  1. How long have you attended this school?
  2. What kinds of Character Education activities, if any, have you participated in at this school?
  3. Which of those activities, if any, do you think teach you about how to show positive character traits?
  4. Which of these activities, if any, do you think are a waste of time?
  5. Have you ever attended a live theatre performance?  What did you like about it, if anything?  What did you dislike, if anything?
  6. How many of the Playback Theatre performances did you attend?
  7. Which one, if any, did you like the best?  What did you like about it?
  8. Which one did you like the least?  What did you dislike about it?
  9. What are some of the stories you remember from the performances?
  10.  What, if anything, did you learn about the students or staff that told stories?  What, if anything, did you learn from their stories?
  11.  What was it like to hear your teachers’ stories about themselves?
  12.  What, if anything, do you think the teachers learned about the students who told stories?  What, if anything, do you think the teachers learned from the performances?
  13.  Have you discussed any of the stories or performances with other people? (If yes) Which ones?
  14.  Have you heard anyone talking about the stories or performances?  (If yes) What were they talking about?
  15.  Were you a teller at any of the performances? (If yes) What was it like for you to share your story? (If no) Why didn’t you tell a story?
  16.  Do you think the performances had any impact on the students or staff? Explain or give examples
  17.  Who else, if anyone, should come to these types of performances?
  18.  What other topics would be helpful for a playback performance on character traits?
  19.  Would you be interested in becoming a playback actor, or learning the techniques?  Why or why not?
  20.  Is it important to hear other people tell their stories? Why or why not?
  21.  Was there a story you wanted to share but chose not too?  (If yes) Explain.
  22.  How could we make this program better?

 


Appendix I

Teacher interview guide

  1. How long have you worked in education?
  2. How long have you worked at this school?
  3. What is the most difficult aspect of your job?
  4. What is the best part of your job?
  5. How often do you address character issues in your job with either children or adults?
  6. What do you think is the most effective way to teach character education?
  7. Which Character Education activities do think have had the greatest impact on this school?  The least?
  8. How often do you attend live theatre?
  9. How many of the playback performances did you attend?
  10. Were you a teller at any of them? (If yes) What was that like for you?
  11.  Were any of your students a teller? (If yes)  Did you learn anything about them as a result of their participation? Please give examples.
  12.  How do you think the students were impacted by the teachers’ stories? By their peers’ stories?
  13.  How do you think the teachers were impacted by the students’ stories? By their coworkers’ stories?
  14.  Overall, did this project have any impact on the students or staff? Explain.
  15.  Were their other topics you would have liked for the project to address? (If yes) Which ones?
  16.  Who else, if anyone, should be invited to this type of performance?
  17.  Would you be willing to participate in another project like this? Explain.
  18.  Would you be interested in learning how to use playback techniques in your classroom?
  19.  How might students benefit from learning how to give a playback performance?
  20.  What, if anything, could we do to improve this program?

Appendix J

Performance transcript

Prior to this moment the conductor has asked the audience “What is one thing you would like to remember about this year?”  She has selected a female student from the audience and guided her to the teller’s chair on stage.  Amy (not her real name) has described her anxiety about passing her EOG (end of grade) tests.

CONDUCTOR:  Now this is just a little sampling of how Playback Theatre works.  It is acting spontaneous and telling stories with our bodies.  Let’s see Amy passing the third grade.  Let’s watch.
Actor 1 gets up off the box, moves to the front of the stage, sits with her knees drawn, places her right hand over her face, one eye peeking through her fingers and says “I’m scared to look” repeatedly, as she rocks back and forth.  Actor 2 gets on his hands and knees closely positioned to actor 1, lies down with his face  propped on his elbows.  Actor 2 pretends to take a test, his brow furrowed, and repeatedly states, “This is so hard.”
Actor 3 positions herself in front of the other actors in  a seated position and opens her arms in the shape of the number 3, smiles  and  repeats the phrase, “I’m a three”.  Then the conductor positions herself behind the other actors, jumps up and excitedly, arms in the air, shouting “I passed!” four times. The conductor returns to her chair and the actors stand and face the silently teller for the acknowledgement. 
CONDUCTOR: We just saw a moment of Amy realizing she passed.  Did we totally embarrass you?  (child nods affirmatively).
CONDUCTOR: Did we get that kind of wrong? Did we get anything right?  (child shakes her head no and places her hands over her mouth as if she is embarrassed.) 
CONDUCTOR: We got it all wrong, sometimes that happens.  Can you tell us how it was different from this?  (child responds too softly for the actors or audience to hear)
CONDUCTOR (facing audience): She was scared to look.  (turning to actors) Why don’t we see “scared to look?”  Stand up actors, in a line.  Now let’s see Amy’s “scared to look at EOGs.”
The actors arrange themselves in three levels, one on knees, one bent over and one upright, and chant “I’m scared to look” six times. They freeze, stand up and face the teller again. 
CONDUCTOR:  Thank you actors! (actors return to their boxes) 
CONDUCTOR (again asks audience): What is something you will want to remember about this school year? 
A boy in the audience raises his hand
CONDUCTO: Yes (points to boy)
BOY: Being student of the week. 
CONDUCTOR: Student of the week?  Come on up here. (student walks up to stage and sits down in teller’s chair)
CONDUCTOR:  What is your name?
KEVIN:  Kevin (not his real name)
CONDUCTOR: Kevin is up here and Kevin was student of the week one week.  (Student sits down next to conductor)  Kevin, what was that like being student of the week?
KEVIN: It was exciting.
CONDUCTOR: It was exciting.  Did you expect it? 
KEVIN: No. 
CONDUCTOR: It was a surprise?  Why do you think you got it?
KEVIN: I read a lot 
CONDUCTOR: ‘Cause you read a lot.  And why did they say they gave it to you? 
KEVIN: The most points for reading. 
CONDUCTOR: And what do you get when you are student of the week. 
KEVIN: An award
CONDUCTOR: Ooh, what kind of award? A piece of paper like you are the student of the week? Or do you get to park in a special parking place? (winks at audience, Kevin shakes his head no)   No?  Do you get  a little pat on the back from your friends? You just feel good inside?
KEVIN: (shakes head yes)
CONDUCTOR: Let’s see Kevin getting the award for student of the week who has the most points for reading. Let’s see how he feels inside and out.
Actor 1 steps forward, kneels as if he is reading a book on the floor and flipping the pages repeating the phrase, “I love this book”.  Actor 2 stands to his right, puts hand on hip, gestures toward self with thumb of opposite hand and declares proudly, “I’m student of the week!”  She repeats this phrase, changing hand on hip and turning back and forth.  Actor 3 stands to the right of Actor 1 and raises her hands and shouts “Wow!” repeatedly.   After several reiterations actors freeze, turn in unison to the teller for the acknowledgement.
CONDUCTOR: Did they get that very close, at all? ( He nods his head yes)
CONDUCTOR: They got it right!  (audience applauds)
Conductor thanks K for telling his story and helps him off the stage back to the audience. Conductor thanks audience and has actors take a bow. Actors and Conductor exit the stage.