The benefits of engaging in an arts-rich education and the pedagogical strategies used to create these benefits in successful part time performing arts schools. Laura Holden Submitted in accordance with the requirements for the degree of Doctor of Education The University of Leeds School of Education February, 2018 2 The candidate confirms that the work submitted is her own work and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgment. © 2018 The University of Leeds Laura Holden 3 Acknowledgments I would first like to thank my supervisor, Dr Paula Clarke, who has encouraged, challenged, supported, and offered me invaluable advice on all stages of my research project. Her guidance and enthusiasm made my EdD graduate study an enjoyable and achievable experience. I would also like to thank my previous supervisors, Dr Becky Parry and Prof. Ian Abrahams, who helped me to focus my ideas during the earlier stages of the project. I would like to thank the principals and teachers of Stagecoach Theatre Arts schools who allowed me access to their schools and confidential data. Without their assistance this research would have not been possible. Both the principals and teachers have provided insightful ideas and examples of best practice, resulting in a study that I hope is useful to other practitioners that wish to develop the teaching and learning experience in their own areas. Finally, I would like to thank my friends and family who have supported me throughout this process. A research project of such magnitude has been academically and emotionally demanding, yet the love and support of these people have enabled me to succeed. A special mention to my father Derek, my mother Valerie and my sister Rachel. Your unconditional love, support and guidance has not only inspired me, but has given me the determination and resilience to persevere. 4 Abstract This study explored the perceived benefits of engaging in an arts-rich education, and the pedagogical strategies utilised in creating such benefits in successful Stagecoach schools (part-time performing arts schools that specialise in dance, drama and singing). The premise of this study is based upon a causal perspective (Pawson, 2006): the hypothesis being that if the benefits the school principals are seeking to provide to the students are matched to those expected by the students and parents, and these are delivered by the school using pedagogical strategies that are effective, then the success of the school, as measured by student numbers, should improve. This study endorses the value of ‘the arts’ in education and it seeks to better understand how the benefits of an arts education can be enhanced within the provision of extra curricular arts education in the private sector. Existing research supports the value of a fuller education in the arts through extra curricular activities. Quantitative methods were used to determine the relative success of twelve Stagecoach schools, in the Yorkshire area, by gathering statistical information regarding the retention rates and overall student numbers of each school. Once the success of each Stagecoach school was determined, three Stagecoach schools were selected to continue with the study (the three schools with the highest student numbers and retention rates). An identical multi-site case study design was applied to each of the three Stagecoach schools, using semi-structured observation and interviews to gain insights into the teaching and learning provision in each school. The qualitative data was then analysed using inductive and deductive thematic analysis. 5 The results of this research project recognised numerous benefits from engaging in an arts-rich educational experience. It further identified multiple pedagogical strategies for the provision of such benefits (e.g. by creating a variety of experiences, by covering one topic in depth, and by providing feedback), through a rich educational experience, for students who attend part-time theatre schools. The insights into best practice should be useful to practitioners who work within the performing arts, and arts education advocates in general. 6 Table of Contents Chapter One: Introduction .......................................................................................... 13 Background ......................................................................................................................................... 17 Chapter Two: The background of Stagecoach schools and rationale for this research ............................................................................................................................. 20 Overview .............................................................................................................................................. 20 The history of Stagecoach theatre school ............................................................................... 21 The operation of Stagecoach theatre schools ........................................................................ 21 Positioning as a researcher and practitioner within the thesis ..................................... 24 What constitutes a successful Stagecoach school?.............................................................. 28 Chapter Three: The literature review .................................................................... 37 How is ‘arts education’ defined? ................................................................................................. 37 What are the current debates in arts education? ................................................................ 38 The quality of arts education in England ................................................................................ 39 What are the benefits of engaging in arts-rich educational programmes? ............... 44 What factors facilitate the creation of arts-rich benefits?................................................ 51 Frameworks of Pedagogical Practice ........................................................................................ 60 The Queensland School Reform Longitudinal Study (QSRLS) framework of productive pedagogies .................................................................................................... 68 The CORS framework of authentic intellectual work ......................................... 72 Multiple intelligences ....................................................................................................... 73 Comparison of Frameworks of Pedagogical Practice ......................................... 76 Summary of the Literature Review ........................................................................................... 78 The purpose of the study ............................................................................................................... 79 The research questions .................................................................................................................. 80 7 Chapter Four: Research design and methodology ............................................. 81 Introduction ........................................................................................................................................ 81 Research design ................................................................................................................................. 83 Stage 1 – Quantitative Data ........................................................................................... 83 Stage 2 – Qualitative Data .............................................................................................. 85 Stage 2 - Phase 1: The semi-structured interview ............................................... 86 The structure of the interview ................................................................................................. 88 Analysing the qualitative data gathered from the interviews .................................... 90 Thematic analysis ........................................................................................................................... 90 Inductive and deductive thematic analysis ........................................................................ 91 Stage 1 - Phase 2: The observations .......................................................................................... 93 The structure of the observations .............................................................................. 93 Qualitative analysis of observational data .............................................................. 95 Sampling ............................................................................................................................................ 100 Ethical considerations.................................................................................................................. 101 Summary of research applicability and limitations......................................................... 103 Chapter Five: Stage 1 - The quantitative results ............................................... 105 Quantitative data collection....................................................................................................... 105 Summary of the selection of cases/schools ........................................................................ 116 Chapter Six: Stage 2 - The qualitative