Enriching Everyday Biology Teaching with Theatre Sports

Enriching Everyday Biology Teaching with Theatre Sports

George Arlapanos, Biologist MEdExperimental General Senior-High School of Patras, GR

Image: http://wellcomeimages.org/indexplus/obf_images/79/52/769fa5684d12aa2bfb40fce4fcfa.jpg

Characteristics of the implementation:• Connection with the curriculum – teaching methods: Theatre Sports was

the last of a series of teaching techniques practiced to teach the concepts of: 1. Cell differentiation2. Cell types3. Tissue forming4. Tissue cooperation and function5. Health and everyday habitsThe above mentioned concepts were theatrically represented by students during Theatre Sports.

Other characteristics of the implementation:• Class A (age 16), number of students = 60 (2 classes of 30), • Took place during October 2016, 1-2 teaching hours per class. • No significant extra teaching time was spent for the implementation.

Theatre Sports is……a competitive dramatic improvisation game

It was performed in 3 rounds, during which two students’ teams we asked to create:– A ‘frozen’ image: Cell types and tissue structure: Neural

network vs Ciliated epithelial tissue in the respiratory tract – A moving image: Tissue function and cooperation: Nerve-

muscle function in skeletal muscle movement vs Mucociliary transport

– A short sketch: Health issues in everyday life: Diet and cardiovascular system health (common topic)

While playing Theatre Sports...

…and although no warming activities were carried and no theatrical skills were developed prior to the game, the students showed notable interest, cooperation, improvisation and theatrical play skills. Very interesting representations of scientific concept were made, both realistic and abstract, and rich discussion followed.

See also: video

Frozen image: A neural network (realistic, holding each other’s hands) in a developing embryo (abstract, kneeling

and posing hands upwards)

Frozen image: A neural network (realistic, holding each other’s hands) in a developing embryo

Moving image: Tissue function, mucociliary transport: Cilial epithelium of the respiratory tract producing mucus and

expelling microbes etc

Moving image: Tissue function, mucociliary transport: Cilial epithelium of the respiratory tract producing mucus and expelling

microbes etc

See also: video

Moving image: Skeletal muscle contraction (macroscopic = girl on the left, moving arm /

microscopic = connected muscular cells, contracting)

Theatre Sports in our everyday Biology lesson…

• …offered a way to enrich the learning of general human anatomy and physiology concepts

• …gave to the students an opportunity to relax, play and cooperate through this way of team improvisational creative expression

The above were supported by data collected through questionnaires given to the students after the

implementation.

Not at all A bit Much

5%

40%

55%

How much did the game help you better understand the con-cepts represented?

N=58

Not at all A bit Much

16%

55%

29%

I answered some ques-tions through this game

N=58

In students’ opinion, Theatre Sports seems to support learning up to a point

Much

53%

78%

62%

28%

67%

How much did each of the fol-lowing teaching techniques help you understand the concepts of

cells and tissues?Concept maps Videos-ImagesTheatre Sports Book studyTeacher's explaining

In order of preference:

1- Videos and images

2-Teacher’s explanations

3-Theatre Sports

4-Concept maps

5-Book study

It seems that multimedia, meaningful conversation and other active ways of learning are preferred in comparison with more

‘solid’ means of learning.

N=58

Yes A bit No

84%

10%5%

57%

33%

10%

83%

17%

0%

84%

16%

0%

84%

14%

2%

47%

39%

14%

I liked playing this game because...

…I need to play during the class…it was competitional…it was improvisational…it was a role play…I cooperated…I like the compination of arts and science sometimes

Students mostly state that they need to play and that they like the element of improvisation, cooperation and role playing.

They seem to be quite but not totally less fond of the element of competition and they seem to hesitate a bit about – but do not discard - the combination

of arts and science

N=58

Yes A bit No0%

24%

76%

2%

36%

62%

2%

36%

62%

2%

14%

84%

0%

24%

76%

0%

19%

81%

I didn't like this game because...

…it was confusing

…it needed improvements

…it was pressing

…we couldn't cooperate

…it was competitional

…it was relevant to theatre

Students do not seem to have serious

problems with the game.

However, they make a point on the necessity of improvements and

on the element of pressure/difficulty in

understanding how to perform and, up to a point, competition.

N=58

Definitely So and so No way

90%

10%0%

I would play Theatre Sports again

N=58

Definitely So and so No way

71%

19%10%

I would be happy if a school Theatre Sports tournament

took placeN=58

Students are clear in stating that they like Theatre Sports and find it

benefitial (obviously, for specific reasons they previously stated).

However, it must be taken into account that at the same time they

have pointed out that this combination of arts and science is not

the most essential tool for learning the chosen scientific concepts and that improvements must be made

especially as far as rules and maybe competition are considered.

N=58