Integrated theater Arts Workshop as Self-esteem and interpersonal Skills Enhancer among the Select Students of infanta National High School

Abstract

INTRODUCTION

This paper aims to conceptualize the creative processes as therapeutic opportunities for the maximum realization of academic and artistic potentials. Since art is a part of the nation's identity and the state has always recognized the educational gains it brings about, this heuristic undertaking provides substantial inputs not only to schools catering to special curricula on arts but also to all who deal with people who need to identify and deal with inner pain and find eventual healing.

METHODS

A quasi-experimental design was employed in this study, where both groups took the pre-test and post-test after the experimental group's exposure to the intervention which was the Integrated Theater Arts Workshop. The population comprised of the Special Program in the Arts students whereas the sample covers thirty of them in the experimental group and another thirty in the control. Diverse but complementing theories brought the possibility of this paper: Ellis' Rational Emotive Behavior Therapy, Maslow's Hierarchy of Needs, Gardner's Multiple Intelligences, Rogers' Client-Centered Approach, and Jung's Active Imagination Technique.

RESULTS

The results unveiled that even student-artists were struggling with adverse self-concept and social dealings. The self-esteem and interpersonal skills of the control group remained low and even got worse while those of the experimental group had notable improvements after the treatment. This study further sheds light on a very alarming truth that if student-artists who seemed to be very esteemed and sociable had long been suffering from said issues, then worse cases may be expected from the larger population of students in general. Finally, creative opportunities like art workshops were found contributory in enhancing self-esteem and interpersonal skills.

DISCUSSIONS

The results call for the redressing of the arts program to address the less-noted sides of students. It may be relevant now to call attention to the dearth of action researches undertaken along similar lines.