{"id":3885,"date":"2018-10-12T08:00:26","date_gmt":"2018-10-12T13:00:26","guid":{"rendered":"https:\/\/braindevs.net\/blog\/blog\/?p=3885"},"modified":"2018-10-06T12:33:47","modified_gmt":"2018-10-06T17:33:47","slug":"live-theater-boosts-student-knowledge-and-tolerance","status":"publish","type":"post","link":"https:\/\/www.learningandthebrain.com\/blog\/live-theater-boosts-student-knowledge-and-tolerance\/","title":{"rendered":"Live Theater Boosts Student Knowledge and Tolerance"},"content":{"rendered":"<p><strong>Question<\/strong>: What&#8217;s the most potentially misleading kind of research?<\/p>\n<p><strong>Answer<\/strong>: Research that supports a position you REALLY want to believe.<\/p>\n<p>For this reason, I try to be ferociously skeptical of research that sounds really wonderful to me.<\/p>\n<p><a href=\"https:\/\/braindevs.net\/blog\/\/wp-content\/uploads\/2018\/10\/AdobeStock_202785205_Credit.jpg\"><img decoding=\"async\" class=\"alignright size-medium wp-image-3891\" src=\"https:\/\/braindevs.net\/blog\/\/wp-content\/uploads\/2018\/10\/AdobeStock_202785205_Credit-200x300.jpg\" alt=\"live theater\" width=\"200\" height=\"300\" srcset=\"https:\/\/www.learningandthebrain.com\/blog\/wp-content\/uploads\/2018\/10\/AdobeStock_202785205_Credit-200x300.jpg 200w, https:\/\/www.learningandthebrain.com\/blog\/wp-content\/uploads\/2018\/10\/AdobeStock_202785205_Credit.jpg 577w\" sizes=\"(max-width: 200px) 100vw, 200px\" \/><\/a><\/p>\n<p>In this case: I&#8217;ve been a theater guy my whole life. I acted in plays throughout high school and college. My first teaching job was as a theater director. As I write this post, I&#8217;m about to go to a play.<\/p>\n<p>When I see research showing that <em>attending live theater is good for students<\/em>, I already believe it&#8217;s true. I&#8217;m completely certain.<\/p>\n<p>For that very reason, I try as hard as I can to find flaws in the study&#8217;s method.<\/p>\n<p>Here&#8217;s what I found&#8230;<\/p>\n<h2>Live Theater: Methods<\/h2>\n<p>Researcher Jay Greene and his team chose some high school classes at random to <a href=\"http:\/\/journals.sagepub.com\/doi\/abs\/10.3102\/0013189X18761034\" target=\"_blank\" rel=\"noopener\">attend live plays<\/a>, including\u00a0<em>Twelfth Night<\/em> and\u00a0<em>Peter and the Starcatcher<\/em>. They compared those classes to control group classes, and measured several variables:<\/p>\n<p style=\"padding-left: 30px;\"><strong>Tolerance<\/strong>: how did students respond to statements like &#8220;people who disagree with my point of view bother me,&#8221; or &#8220;I think people can have different opinions about the same thing.&#8221;<\/p>\n<p style=\"padding-left: 30px;\"><strong>&#8220;Social perspective taking&#8221;<\/strong>: how did they respond to questions like &#8220;How often do you try to figure out what motivates others to behave as they do?&#8221;<\/p>\n<p style=\"padding-left: 30px;\"><strong>Content Knowledge<\/strong>: how well did they learn the play&#8217;s plot and vocabulary.<\/p>\n<p>As best I can tell, the researchers made a good-faith effort to make comparisons as fair as possible.<\/p>\n<p>In one case, for example, they sent two classes on the same bus to a college campus. Half the students got off the bus to see a live play, and the others went into the same building to see a movie version of that play.<\/p>\n<p>It&#8217;s hard to imagine a fairer control group when measuring the effect of live theater.<\/p>\n<h2>Live Theater: the Results<\/h2>\n<p>Students filled out their questionnaires several weeks after they did (or didn&#8217;t) see the plays.<\/p>\n<p>When they crunched the data, Greene&#8217;s team found impressive differences.<\/p>\n<p>On all of these scales, students who saw live theater scored higher than those who didn&#8217;t. And, watching a movie version of the play that others saw didn&#8217;t have that effect. In fact, it didn&#8217;t have any effect.<\/p>\n<p>To put that in other words:<\/p>\n<p style=\"padding-left: 30px;\">Students who saw live theater were likelier to be open to <em>other points of view<\/em>.<\/p>\n<p style=\"padding-left: 30px;\">They were likelier to think about <em>another person&#8217;s perspective<\/em>.<\/p>\n<p style=\"padding-left: 30px;\">They were likelier to <em>understand<\/em> the events and the language of the play.<\/p>\n<p>The stats methodology gets into the weeds here &#8212; they report their findings based on standard deviations and z scores &#8212; but the trend is clear: <em>live theater matters.<\/em> A lot.<\/p>\n<h2>Conclusions<\/h2>\n<p>I&#8217;m trying to be grimly skeptical here. But I have to say, I just might be convinced.<\/p>\n<p>Given Greene&#8217;s conspicuous fairness, his obvious attempts to be as reasonable as possible, his honesty about the potential flaws in his method, it seems just possible that he&#8217;s on to something here.<\/p>\n<p>One important point: this is the first study that looks directly at this question. We can never reach firm conclusions based on only one study.<\/p>\n<p>But: as a place to start, this research seems quite persuasive.<\/p>\n<p>Not only we theater people, but all teachers might come to believe that attending live theater helps students learn&#8230;and be good people.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Question: What&#8217;s the most potentially misleading kind of research? Answer: Research that supports a position you REALLY want to believe. For this reason, I try to be ferociously skeptical of research that sounds really wonderful to me. In this case: I&#8217;ve been a theater guy my whole life. I acted in plays throughout high school [&hellip;]<\/p>\n","protected":false},"author":18,"featured_media":3891,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[45],"class_list":["post-3885","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lb-blog","tag-art-education"],"_links":{"self":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts\/3885","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/users\/18"}],"replies":[{"embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/comments?post=3885"}],"version-history":[{"count":7,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts\/3885\/revisions"}],"predecessor-version":[{"id":3893,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/posts\/3885\/revisions\/3893"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/media\/3891"}],"wp:attachment":[{"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/media?parent=3885"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/categories?post=3885"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.learningandthebrain.com\/blog\/wp-json\/wp\/v2\/tags?post=3885"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}