Tag: Mainland China
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Exploring the Moral Values of Trust and Care through Process Drama in a Chinese Primary School: The Case of Workshop A Lion in Paris | DaTEAsia Vol. 10 GalleryExploring the Moral Values of Trust and Care through Process Drama in a Chinese Primary School: The Case of Workshop A Lion in Paris | DaTEAsia Vol. 10
Journal of Drama and Theatre Education in Asia (DaTEAsia), Drama Education, Process Theatre, Applied Theatre Research
Exploring the Moral Values of Trust and Care through Process Drama in a Chinese Primary School: The Case of Workshop A Lion in Paris | DaTEAsia Vol. 10
Based on an in-depth case study of a workshop adapted from the picture book A Lion in Paris, this paper explores the possibilities of introducing drama to promote primary children’s moral values of trust and care in the Chinese educational context.
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The Use of Drama Pedagogy in Teaching Chinese Landscape Poetry（Chinese）｜DaTEAsia Vol. 8 Gallery
The Use of Drama Pedagogy in Teaching Chinese Landscape Poetry（Chinese）｜DaTEAsia Vol. 8
Applied Theatre Practice, TEFO Resource Hub, TEFO Publications, Journal of Drama and Theatre Education in Asia (DaTEAsia), Applied Theatre Forms, Drama Education
The Use of Drama Pedagogy in Teaching Chinese Landscape Poetry（Chinese）｜DaTEAsia Vol. 8
Today, the younger generation in mainland China is losing interest in studying classical Chinese, especially classical Chinese poetry. This article is trying to explore the possibility of introducing classical Chinese poetry through educational drama, an approach different from the mainstream pedagogy used in most Chinese schools. By analysing a particular drama lesson series, this article discusses the meaning and practicability of the drama pedagogy.
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Children Create Their Own Drama with the Help of the Teacher: An Action Research on the Curriculum Implementation of Theme-Integrated Drama in Preschools in the Mainland China｜DaTEAsia Vol. 3 Gallery
Children Create Their Own Drama with the Help of the Teacher: An Action Research on the Curriculum Implementation of Theme-Integrated Drama in Preschools in the Mainland China｜DaTEAsia Vol. 3
Children / Toddlers, Journal of Drama and Theatre Education in Asia (DaTEAsia), Drama Education, Applied Theatre Research
Children Create Their Own Drama with the Help of the Teacher: An Action Research on the Curriculum Implementation of Theme-Integrated Drama in Preschools in the Mainland China｜DaTEAsia Vol. 3
The action research conducted here on the curriculum implementation of Theme-integrated Drama in preschools in the Mainland China aims to find out how, with the guidance of the teacher, children create their own drama works by integrating their experience in drama expression, drama creation and drama performance. To implement the curriculum, different themed drama activities are often designed for different age groups; for example, “Trees and Birds” for the class of five to six year olds. Such activities include three phases. In the phase of drama expression, children in particular roles have an opportunity to express their views of the surrounding world. Then the children are encouraged to create plots and scenes around a conflict where their role is dramatized, and then to discover and solve problems. This is the phase of drama creation. In the last phase, previously acquired experience in drama expression and drama creation are integrated into the drama performance. Through that experience children gain a sense of accomplishment when presenting their own drama works in front of the audience.
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The Impact on Improving Primary School Teachers’ Mental Health and Self-reflection Ability Through Drama Pedagogy｜DaTEAsia Vol. 2 Gallery
The Impact on Improving Primary School Teachers’ Mental Health and Self-reflection Ability Through Drama Pedagogy｜DaTEAsia Vol. 2
Applied Theatre Practice, Applied Theatre Theory, Journal of Drama and Theatre Education in Asia (DaTEAsia), Applied Theatre Research
The Impact on Improving Primary School Teachers’ Mental Health and Self-reflection Ability Through Drama Pedagogy｜DaTEAsia Vol. 2
This article examines the impact on a group of 12 primary teachers after their first workshop on drama in education. The teachers’ reflective journals are analyzed. Through the drama activities, the excitement and fun helped to release the pressure and made them more participative. The workshop created a platform for colleagues’ collaboration which helped to discover on self and colleagues’ creativity. Teachers become more confident and open-minded, willing to take risk and trying out the new teaching methods. The new understanding on self and the others, improve the relationship among colleagues, is very important positive effects on teachers’ mental health. From the self-reflections after the drama, teachers start to think more deeply and from more different angles on teaching and learning.
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The Study on the Relationship between Drama/ Theatre Education, Students’ Mental Health and Social Adaptation｜DaTEAsia Vol. 1 Gallery
The Study on the Relationship between Drama/ Theatre Education, Students’ Mental Health and Social Adaptation｜DaTEAsia Vol. 1
Journal of Drama and Theatre Education in Asia (DaTEAsia), Drama Education, Applied Theatre Research
The Study on the Relationship between Drama/ Theatre Education, Students’ Mental Health and Social Adaptation｜DaTEAsia Vol. 1
The mental health condition of students has become a critical issue among the field of education. This paper aims to explore the relationship between drama/theatre education, students’ mental health and social adaptation. The result of a sample interview with 800 students from colleges, secondary and primary schools in Hangzhou tells us the more the students join drama activities, the less they suffer from social anxiety. In the inclination towards solitary, interpersonal sensitivity and impulsion, students who less participating in drama activities would have a stronger feeling of them, which means their mental health condition is more threatened. In college level, students who enjoy drama performances have a higher sense of happiness. Also, the coping styles vary among students who enjoy drama and those who don’t. People play dramas prefer to seek help when they meet problems rather than choosing an immature attitude to escape from difficulties. From the above result we can conclude, there is a close relationship between drama education, mental health and social adaptation. Drama education helps improving student’s mental health quality and adaptability. It is an effective way for the mental health education of students.
