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.
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.
