Parent's Orientation

Helen O'Grady Cairo conducted an online orientation for parents last week. The orientation’s aim was to educate and provide parents with further explanation on the ongoing benefits of our developmental drama program. 

Important topics that were covered:

1. The curriculum is developed internationally by top professional experts in the field of Holistic education. 

2. The academy has 40 years experience in child development.

3. Our teaching methodology is all inclusive. We do not have a  "one size fits all"  methodology. We always aim to cater for each child’s abilities, needs and aims; bringing out the best of every student. 

4. Helen O'Grady Curriculum is accredited by Trinity College of London and the European Union Qualifications Framework, Level 3. 

Why is Developmental Drama so important in the 21st century?

1. Developmental drama prepares students for the outside world at the information age.
2. It integrates ongoing and essential life skills such as effective communication, creativity, critical thinking, collaboration and confidence.
3. Aids students to keep up with the on going fast paced changes of the 21st century.
4. Teaches students to accept and overcome challenges in life, by finding positive solutions.
5. Implements discipline and having a positive outlook on life.
6. Encourages creativity and builds confidence in a world where unique innovations are the main theme. 

Our main aims for the ongoing benefits of Child Development are:

1. To build confidence, creativity, communication skills, critical thinking skills and collaboration skills. 
2. To develop well rounded, positive, resilient, adaptable individuals.
3. To teach students to speak up and state their opinions respectfully. 
4. To create a safe environment for students to express themselves freely without hurting anyone. 
5. For students to understand concepts such as empathy, compassion and kindness. 

For a child to gain permanent benefits of our program, we recommend minimum of 2 years of regular attendance. 

How the arts can soften the impact of the pandemic on young children

The impact of the COVID-19 pandemic on the natural development of young children and teens is indisputable but is not being discussed enough. As we continue to battle with variants and curveballs that have distinguished this pandemic, we need to talk about the effects it will have on our young people. 

I speak as an educator with the International Helen O’Grady Academy and an authority on child-development through arts education.

Young children are wired to interact physically. They naturally play closely with each other, touch each other and contract the common illnesses thereby fortifying their immune systems. They argue, discuss, negotiate and become best friends again in the space of minutes as they share toys, ideas and adventures. These are all essential life lessons that we learnt during our formative years as part of our own self-development. 

Contrary to this, the pandemic has forced us to say NO! You cannot share. You mustn’t touch.  You cannot play with your friends. At what cost? 

Children simply aren’t getting the cognitive and social stimulation they would normally get from these perfectly normal childhood behaviours, and this will almost certainly have social consequences. 

We are working closely with parents who have noted delays in speech and language in their own children, as well as difficulties in collaborating and forming friendships.  So how can we counter this?

Schools should be opening as usual in September, so we must now look forward to healing and getting our children get back on the developmental track.

For most, this will be a very welcome end to the long, hot summer; however, for others, it may be a cause for anxiety, especially with the seemingly ever-present media coverage of deadly unseen virus variants. How do very young children in particular understand this? Will their friends still be their friends? Will they have changed? What about children and young people having to socially distance – an alien and unnatural concept to many?

We enable all of our students to explore their full potential through positive reinforcement and trust

This is where Arts Education – and in particular, drama – plays a pivotal role in alleviating fears and anxiety. At the Helen O’Grady Drama Academy, we have proactively included elements of “drama therapy” into the curriculum specifically to minimise, if not eliminate, these issues. The idea is to allow children, under the guidance of trained and dedicated mentors, to express themselves and share their thoughts and anxieties – and find their solutions – freely in a safe environment. We embrace a range of drama, individual and group work, and other arts-based approaches in order to help individuals to cope, manage and come to terms with a very new “normal”. Unlike talking therapies, we don’t rely only on the spoken word. We work with role play, movement, sound, collaboration, empathy and enjoyment.

In the words of our founder, Helen O’Grady: “A lesson learned through fun is never forgotten – it stays with us forever.” Play and joy are fundamental to all children’s development; without it, in the early years, a child’s overall confidence and self-esteem can be damaged. 

We have integrated elements of well-being and resilience into our extensive curriculum to create a safe environment for children to feel safe to express themselves in their own time, in their own way and without any pressure. We enable all of our students to explore their full potential through positive reinforcement and trust.

We have clearly demonstrated elements of our resilience programme during our summer school and we have seen first-hand that it works: the awkward boy who didn’t want to join in now enters the classroom with a spring in his step and a smile that melts our hearts; the painfully shy girl who spent her first day cowering in a corner now tells us that she wishes the day was longer.

Drama works and the creative education we at the Helen O’Grady Drama Academy offer works wonders. In the words of one parent: “My son had regressed back into his shell and into a kind of shyness we had never seen before. We were worried. Today we see such a positive difference. Drama has offered him a great outlet to express himself and build his confidence again”.

Alan Montanaro is director at Helen O’Grady Academy. 

Drama is one of the best means to foster Critical Thinking

Students who participate in extracurricular activities develop fundamental tools to provide and maintain critical thinking skills. 

Research suggests that the application of creative, abstract and imaginary expression through an aesthetic vehicle is needed to foster academic motivation, development and stability that will contribute to a child's fulfillment and security for a lifetime. Drama paired with education can offer students a comprehensive and innovative base for future experiences in theatre, as well as strengthen their social abilities. Academically, students will be successful and more likely to manifest their hidden talents when they have an opportunity to explore real-life journeys through drama, dance and arts development. The dynamics of engaging in various modes of creative activity can be a long-term benefit. There is a systemwide measure for change encompassing learning strategies and constant renewal of their thinking processes, mind stimulation and behaviors on four levels. 

1. Drama fosters critical thinking skills. Ongoing studies support the concept that theatre gives insight on perspectives of the character of others and settings. Analyzing and understanding perspectives of others sharpens the skill of critical thinking by approaching common situations from multiple angles. 

2. Children are naturally dramatic. A drama program allows students to channel their extra energy and excitement into a structured environment that allows them to be creative in a safe environment. 

3. Theatre builds confidence. Performing on stage and overcoming fear can give individuals confidence to feel they are invincible and can accomplish anything they set forth to do. 

4. Drama encourages children to become better problem-solvers. Team collaboration helps children to determine benefits, consequences, and the principles of compromising in a circumstance.

Source: https://naaweb.org/professional-development/item/528-drama-promotes-critical-thinking-and-so-much-more

مشاركة الطلاب في أنشطة بعد الدوام الدراسي تؤدي إلى تطوير أدوات أساسية لنمو مهارات التفكير النقدي والحفاظ عليها. تشير الأبحاث إلى أن التعبير الإبداعي والتجريدي والخيالي من خلال وسيلة فنية ضروري لتعزيز الحافز الأكاديمي وتطور الاستقرار الذي سيساهم في شعور الطفل بالأمان مدى الحياة. يمكن للدراما التعليمية أن تقدم للطلاب قاعدة شاملة ومبتكرة للتجارب المستقبلية في المسرح ، و تقوم ايضا بتعزيز قدراتهم الاجتماعية مما يؤدي إلى النجاح الأكاديمي. من خلال الدراما تتاح لهم الفرص لكي يكتشفوا يظهروا مواهبهم الخفية. يقومون الطلاب باستكشاف رحلات الحياة الواقعية من خلال الدراما والرقص الفنون التطويرية مما يساهم بحد كبير في النجاح الأكاديمي. الأنشطة الإبداعية لديها فاعلية إيجابية على المدى الطويل. هناك مقياس على مستوى العالم يشمل استراتيجيات التعليم والتجديد المستمر لعمليات التفكير وتحفيز العقل والسلوكيات لدى الطفل على أربعة مستويات مختلفة. تعزز الدراما مهارات التفكير النقدي و تدعم الدراسات الجارية مفهوم أن المسرح يعطي الطفل نظرة مختلفه و ثاقبه للشخصية، الآخرين و الأماكن المختلفة. يؤدي تحليل وفهم وجهات نظر الآخرين إلى تطبيق مهارة التفكير النقدي في التعامل مع المواقف المختلفة من زوايا متعددة. الأطفال بطبيعتهم يحبون أن يعبروا عن انفسهم بطرق دراميه و هذا ما يسمح به برنامج الدراما للطلاب. يقوم البرنامج بتوجيه طاقتهم الإضافية وحماسهم بطريقة منظمة تسمح لهم بالإبداع في بيئة آمنة. المسرح يبني الثقة. فالأداء على خشبة المسرح والتغلب على الخوف يمكن أن يمنح الأفراد الثقة ليشعروا بأنهم لا يقهرون ويمكنهم تحقيق أي شيء يخططون للقيام به. تشجع الدراما الأطفال على أن يصبحوا أفضل في حل المشاكل. التعاون الجماعي في الدراما يساعد الأطفال على تحديد الفوائد والعواقب ومبادئ المساومة في أي ظرف.

The Power of play and drama for the Covid-19 generation

 

Compiled by the Franchisors of Africa, India and South Africa

The power of play and drama for the Covid-19 generation  By Dr Clive Holmwood (This is a very interesting article about Drama Therapy and Neuro-Dramatic Play. Whilst we can't claim to be qualified therapists, the Helen O'Grady Drama Programme really does cover all the bases of this article. We are lucky to have such an incredible programme that makes a difference to the mental state of many of our children and adults.)

As pupils settle back into school and their new Covid-19 routines, Dr Clive Holmwood (@DrCliveH), Associate Professor in Dramatherapy at the University of Derby (@DerbyUni), discusses how dramatherapy and play-based approaches, such as Neuro-Dramatic Play, can help with the emotional impact on the Covid-19 generation. The worries of children and young people as they return to school The UK lockdown over the last few months due to Covid-19 has been described by many as ‘unprecedented’. Never in peacetime have our daily lives been affected to such a degree. Particularly so when thinking about the psychological health and wellbeing of children and young people, who have had to remain at home away from their peers for several months. For reasonably well-adjusted children with good enough attachments with their families, it might not be too difficult for them to then prepare to return to school in the autumn. However, for children and young people with underlying mental health issues, or who live in families where parents have been furloughed, are out of work and have financial or health issues themselves and are struggling this might be a different story. How do these children begin to prepare to return to some sense of normality and school? For some children school has always been a refuge, a safe place away from some of the difficulties of home. We know there has been a steep rise in domestic violence during lockdown and school might be a safe place to return to. However, for others it might be anxiety-provoking, especially with the media being full of talk of a deadly unseen virus. How do very young children in particular understand this? Will their friends still be their friends on return? Will they have changed? What about children and young people having to socially distance, an alien concept to many? There are many questions about how it all might play out. What is dramatherapy? Dramatherapy (one of four arts therapies, the others being art, music and dance) is a psychological therapy that embraces a range of drama, theatre and other arts-based approaches in order to support individuals to cope, manage and come to terms with aspects of their life. Unlike talking therapies, it doesn’t rely on the spoken word.  Dramatherapy is not necessarily about role play, as many might think. It involves a range of approaches including play, the use of stories, puppets, props and small objects, movement, sound and art materials, to name but a few ways of how a dramatherapist might work individually or in groups. It has strong connections to play and play therapy. What is Neuro-Dramatic Play? Neuro-Dramatic Play (NDP) s a form of developmental play, not a therapy in itself, but its theoretical developmental play-based approach is often used within drama and play therapy sessions. Using our greater understanding of how the brain works, pioneering play and drama therapist Sue Jennings developed a range of approaches under the NDP umbrella that considered children and young people from a developmental perspective. Play is fundamental to all children’s development; without it in the early years a child’s overall confidence and self-esteem can be damaged. On occasions, in very severe cases, this can lead to serious mental health issues. How can NDP and Dramatherapy help children of the Covid-19 Generation? NDP is firstly seen as preventative, a pre-therapy. It’s a very sensory form of play, using what we call an ‘embodied’ approach, allowing the child or young person to connect their bodies to their feelings, to eventually cognitive thoughts, so they can make sense of how they feel. Early stages involve simple touch and messy play, moving through to playing with objects, and creating characters and stories by the time a child is about seven. This is described by Jennings as Embodiment, Projection, Role (EPR). Those who are feeling very anxious or worried about returning to school, due to either what has happened at home or the impending anxiety of being back with peers, may well find these approaches as a way of expressing their feelings more helpful rather than using more traditional talking therapies. The younger a child is the less they rely on spoken language as a primary way of communication. Anxiety Isolation Loop I was recently asked by some dramatherapy colleagues in South America to deliver a virtual presentation on this subject of Covid-19 play and NDP. Colleagues expressed many similar concerns about the isolation and the issues that this has brought up for children in lockdown across many South American countries that have experienced similar, and in some cases worse, infection rates. I started to hypothesise about this notion of isolation and the impact it could have, and even that for some vulnerable children it might in the most extreme form result in trauma. I called this the anxiety isolation loop (Figure 1). Some children with underlying mental health issues could become potentially stuck in this cycle of stress and anxiety, leading to potentially to psychological trauma. Closing Thoughts To date this anxiety isolation loop is purely hypothetical and has not been tested out in anyway. I feel that the use of drama and embodied physical play-based experiences may allow children and young people at risk of greater levels of stress and anxiety to begin to come to terms with how they might be feeling. As young children in particular rely less on the spoken word to communicate, depending on physical sensations to make sense of how they feel, then drama and play-based approaches, such as NDP make much more sense. No matter what approaches are used, it is clear that all forms of psychological therapies may well be required more than ever as we come out of lockdown. I feel that play and embodied play-based approaches will be of particular relevance as children return to school.  Dr Clive Holmwood, Associate Professor in Dramatherapy at the University of Derby Source: https://www.fenews.co.uk/press-releases/54553-the-power-of-play-and-drama-for-the-covid-19-generation

Body, Mind, Performance Workshop

Maija Lamu, who runs our Cairo, Egypt branch, with Gina El Zoheiry, comes from a sporting background. She and her husband were both international tennis stars. She has seen a great gap in the market and will be developing an amazing drama course for athletes. 
 

Maija says: "Any successful athlete is confident, has a strong sense of self and is able to think critically. Athletes must develop their focus, learn how to be calm and motivated in order to enhance their performance. 

"According to a frequently cited study of almost a quarter million students by UCLA’s Graduate School of Education and Dr. James Catterall, students who participate in the Arts don’t just do better in school, they perform in areas that drive success outside the classroom.

 
"When athletes take part in drama they start to develop confidence, analytical skills, self awareness, emotional regulation and positive thought patterns. The arts has been proven to decrease stress and increase a sense of fulfillment and achievement. It is through self expression and imagination that an athlete discovers themselves and is able to visualize their path to success. 

"Learning to perform confidentially in-front of an audience will erase any ounce of fear when it comes to athletic performance during competitions. 

"Enhance your athletic performance through performing arts and learn the tools to help you perform more effectively!"

 

Positive effects of drama in reading and comprehension

Research shows drama positively affects reading and comprehension! 

Recent research from South Carolina University reveals the positive effects of drama teaching in the appreciation of reading and understanding of literature in schools.  The following outcomes were discovered:

1. The use of drama pedagogy strategies in the English classroom provides teachers with a way to increase student engagement and make reading an active and visible behaviour.

2. Students become more independent in their reading and rely less upon the teacher for the analysis of the literature. 

3. The students involved in this action research practiced close reading skills that led them to a comprehension level they had not indicated prior to the intervention. 

4. The findings of this study suggest that drama pedagogy was successful in helping students comprehend Shakespeare’s language, improved students’ attitudes toward the reading of Shakespeare, and increased students’ perception of their empathy for others.

Source: https://scholarcommons.sc.edu/cgi/viewcontent.cgi?article=6202&context=etd

The crucial role of drama in a child’s mental health

It is been very clear, and parents will be witness to this, that children’s mental health have been adversely affected the Covid Pandemic.

Drama Kids International, our sister company in the USA recently wrote that: “According to WayAhead -  Mental Health Association, a study was done by The Australian Theatre for Young People (ATYP) to see if their drama programme impacted the mental health of their participants over the past few decades.

They found of the more than 1,200 people who participated in the survey, 89% reported participating in the drama programme had a positive impact on their self-confidence and 94% of respondents said it had a positive impact on their overall sense of wellbeing. 52% of people – slightly more than half of all respondents – indicated that a drama programme had a positive or very positive impact on their anxiety levels.

These results could be because, in a digital age, theatre provides an environment to personally engage with others and can be a practical way to address serious issues that society is facing such as bullying, friendship, family relationships, etc. According to the report, “One person noted that as a young boy, he suffered from bullying and severe anxiety. ‘ATYP helped bring me out of my shell and nurtured my passion for performing.’”

Theatre can also promote self-confidence and self-expression. Fraser Corfield, the Artistic Director of ATYP states, “We talk about the importance of self-expression and telling your own story and “finding your tribe”, which is a term that youth theatres use over and over, …” and a “tribe” is exactly what children who participate in the performing arts can find. In theatre, you are encouraged to be 100% your authentic self so the friendships and bonds you make are usually incredibly strong and long-lasting.

The most beautiful thing about this connection between mental health and theatre is, “these benefits occur without any conversation around mental health. So there’s part of me that goes ‘we need to keep that because I think the death knell of theatre, and theatre for young people, is that we keep using theatre to try and teach young people about something’,” according to Fraser. The benefits come solely from the students having fun transforming into new characters, creating scenes with friends, or just getting to be silly by moving around the room in creative ways.”

دور الدراما الهام في الصحة النفسية للطفل

لقد كان واضحًا للغاية أن الصحة النفسية للأطفال قد تأثرت سلبًا بسبب وباء كوفيد. 

كتبت شركة دراما الاطفال العالميه ، الشقيقة لنا في الولايات المتحدة مؤخرًا ما يلي: "وفقًا لـمؤسسة الصحة النفسية - واي اهيد" ، تم إجراء دراسة بواسطة المسرح الأسترالي للشباب - ATYP   لمعرفة إذا كان برنامج الدراما الخاص بهم قد أثر على الصحة النفسية للمشاركين على مدى العقود القليلة الماضية.

ووجدوا أنه من بين أكثر من ١٢٠٠ شخص شاركوا في البحث  ٨٩٪ من المشاركين اتفقوا علي ان البرنامج الدرامي كان له تأثير إيجابي على ثقتهم بأنفسهم ، وقال ٩٤٪ من المشاركين في البحث إنه كان له تأثير إيجابي على صحتهم العامة. أشار ٥٢٪ من المشاركين أن البرنامج الدرامي كان له تأثير  إيجابي للغاية على معدل القلق لديهم. 

 

قد تكون هذه النتائج لأن المسرح ، في العصر الرقمي ، يوفر بيئة للتفاعل شخصيًا مع الآخرين ويمكن أن يكون طريقة عملية لمعالجة القضايا الخطيرة التي يواجهها المجتمع مثل :التنمر والصداقة والعلاقات الأسرية وما إلى ذلك. وفقًا للتقرير ، "لاحظ أحدهم أنه عندما كان صبيا واجه التنمر و كان يمر بالقلق الشديد. "و قد ساعدت ATYP- (المسرح الأسترالي للشباب)،  في إخراجي من قوقعتي وعززت شغفي بالأداء المسرحي."

يمكن للمسرح أيضًا أن يعزز الثقة بالنفس والتعبير عن الذات. يقول فريزر كورفيلد ، المدير الفني لـ ATYP - (المسرح الأسترالي للشباب) ،  "نتحدث عن أهمية التعبير عن الذات ورواية قصتك الخاصة و" العثور على مجموعتك الخاصة"، وهو مصطلح تستخدمه دور السينما الشبابية مرارًا وتكرارًا ، ..." "هو بالضبط ما يمكن أن يجده الأطفال الذين يشاركون في الفنون المسرحية. في المسرح ، نشجعك على أن تكون ١٠٠٪ على طبيعتك الحقيقية ، لذا فإن الصداقات والروابط التي تقيمها عادة ما تكون قوية بشكل لا يصدق وتدوم طويلاً

أجمل ما في هذا الارتباط بين الصحة النفسية والمسرح هو أن "هذه الفوائد تحدث دون أي محادثة حول الصحة النفسية. قال فريزر "نحن بحاجة للاحتفاظ بذلك لأنني أعتقد أن أهمية دقات جرس المسرح والمسرح للشباب ، هو أننا نستمر في استخدام المسرح لمحاولة تعليم الشباب عن شيء ما" تأتي الفوائد من استمتاع الطلاب بالتحول إلى شخصيات جديدة ، أو إنشاء مشاهد مع الأصدقاء ، أو  أن تكون مهرجآ و مرحآ  و على طبيعتك دون خجل من خلال الحركة في جميع أنحاء الغرفة بطرق إبداعية ".

Sources:

DramaKids International, https://dramakids.com/blog/theatres-impact-on-mental-health-how-theatre-can-help-without-you-knowing/

WayAhead Mental Health Association NSW: https://wayahead.org.au/youth-mental-health-takes-a-bow-the-impact-of-theatre/

The importance of developmental drama during the pandemic

Helen O'Grady is committed to continue development, communication and social skills of all students! 

During times such as now, we find it vital for all students to continue their development, communication and social skills, while providing them a safe learning environment. Sanitising and social distancing have been integrated into the curriculum and we follow strict guidelines to keep everyone safe. Lessons are running for 60 minutes, one time per week. 

The academy uses a unique performing arts curriculum to develop ongoing confidence, self-esteem, communication and social skills. We praise individuality and creative thinking and with enthusiastic, energetic and positive teaching approach we let every student shine and find their true potential. 

The lessons include dramatic play, speech training, creative movement, scene starters, dialogue development and improvisations. The program helps develop important life skills such as Critical thinking, Teamwork, thinking out of box, problem solving, sequencing & memory skills and vocalizing thoughts and emotions. This is all done in a fun, stimulating way. 

Now more than ever, students need to interact and communicate!