/* Style Definitions */
font-family:"Times New Roman";}
Title: Can Educational Drama Be of Help to Young Managers to Improve
Their Body and Verbal Languages ?
success of company-managers depends to a large extent on their potential to
express themselves efficiently during their meetings with co-workers. As a
student, I acknowledge the fact that educational Drama can help me to achieve
this objective, especially when I become a company manager. However, I had to
make this qualitative and quantitative research to check the validity of the
hypothesis that educational Drama could virtually help Moroccan young managers
to improve their expressive abilities, especially their verbal and their body
languages. The findings revealed it could.
Dramatists believe that Drama can serve students not only to improve their art
skills but also to learn many things inscribed into the curriculum. The
improvement of one’s body and verbal languages have notably been focal points
in their discussions.
Heathcote, for instance, notes that
‘Drama in education has altered greatly during
the last twenty five years and it is still changing. There has been a shift in
direction from an interest in the personal development of the individual pupil
through the acquiring of theatrical and improvisational skills to the
recognition of Drama as a precise teaching instrument, which works best when it
is part of a learning process. Drama is no longer considered as another branch
of art education but as a unique teaching tool, vital for language development’ (1991: 42)
the assumption that Drama can be a learning tool in classroom-drama, I wonder
if it could help us, we, university students to improve our Oracy skills,
taking it for granted that without efficient oral and body skills, we might not
be efficient company managers. The literature on management and commerce has
drawn my attention to the fact that as a manager, I would need to hold meetings
with co-workers to convince them to put policies and projects into practice.
Therefore, an investigation into this issue is worth being made.
ground, four chapters will be devoted to the study of the impact that
educational Drama could have on body and verbal languages. The first chapter will
be reserved for literature review. The focus will, in this chapter, be placed
on the opinion(s) of scholars about the
part that educational Drama could have in improving the oral skills of university
students enrolling in Commerce and Management. The second chapter will shed the
light on the methods that I will use to generate qualitative and quantitative
data from a sample made up of company managers as well as of graduating
students who have had enough experience with educational Drama, especially
during extra-curricula activities at ENCG Agadir,
third chapter will exclusively be reserved for the description of the results.
Tables and charts will be drawn according to the regulations that govern
quantitative research. Some questionnaires will also be used as attachments in the
part reserved for appendices. The fourth chapter will be devoted to the
discussion of the results. Here, I shall discuss the potential of educational Drama
to improve the Oracy skills of university students. I shall give full credit to
both my opinions as well as to those finding an echo in the literature on
educational Drama. Finally, the part dealing with the conclusion will be
reserved for a follow up as the the findings will be subjected to evaluation. Then
I shall conclude whether educational Drama could virtually help university
students enrolling in Commerce and Management to improve their body and verbal languages.
Yasmine Boujerfaoui, attended by Ms Amina Foukara, ENCG Agadir, Université Ibn
Zohr, Morocco, May 2012.