Tag: Online Pedagogy

A Practitioner’s Reflection on an Online Course under COVID-19 | DaTEAsia Vol. 10

Applied Theatre Practice, Journal of Drama and Theatre Education in Asia (DaTEAsia)|

In this paper, the author reflects on the delivery of a sub-degree course in hybrid mode under COVID-19 from the perspective of a drama educator. The course aims to equip students with expressive, artistic means to discovery themselves and write their self-narratives. The author reviews some students’ self-reflected assignments and their encounters in the hybrid learning environment—a mix of simultaneous online and F2F teaching and learning. She finds that students can be seen as “prosumers” of their arts experiences, and raises the question of the nature of “presence” in mediated online learning environment. At the end of the paper, the author reflects on the possible pedagogical implications of her online teaching experiences for drama education.

Some Reflective Notes on Directing the Online Auto-Ethnotheatre See You Zoom – An Account of the Lives of Hongkongers in the Dramatic 2020 | DaTEAsia Vol. 10

Applied Theatre Practice, Journal of Drama and Theatre Education in Asia (DaTEAsia)|

This article accounts the director’s reflection on the creating and performing of the auto-ethnotheatre See You Zoom series (February-October 2020), through the video-conferencing software Zoom during the staying home period due to COVID-19. Driven by an urge to connect community people under the cumulative impact of the social unrest and the pandemic since mid-2019, the director started this creative journey, encountered challenges, and gained insights of devising, rehearsing and staging auto-ethnotheatre entirely through Zoom. Three aspects of online theatre-making were reflected: (i) working with actors without their physical presence (ii) playing with the public and private spaces, and (iii) managing the engagement of Zoom participatory-audience.

Artistic Transfiguration: Drama as Pedagogy during and after the COVID-19 Pandemic(Chinese) | DaTEAsia Vol. 10

Journal of Drama and Theatre Education in Asia (DaTEAsia), Applied Theatre Forms, Drama Education, Process Theatre, Applied Theatre Research|

This article examines the notion of transfiguration and analyses how process drama and arts education can help achieve elevated mental and spiritual states through transforming adversity to something that inspires beauty and deep meanings. This article illustrates this transfigurative function of drama education with an online pedagogical resources project which supports kindergartens with mainly drama education during and after the COVID-19 pandemic. The author accordingly points out that drama education can effectively address the emotional, spiritual, ethical and mental needs of teachers and young children in the context of post-pandemic education.

Japanese Students Re-engaging in English through Dramatised Digital Storytelling|DaTEAsia Vol. 8

Applied Theatre Practice, Journal of Drama and Theatre Education in Asia (DaTEAsia), Process Theatre, Applied Theatre Research|

Through the deconstruction of a collaboratively constructed srudent-devised dramatised digital story, this article examines how a group of Japanese university students engaged in their English language learning in a meaningful and creative way. The digital story was an outcome of a three-week intensive elective that drew on process drama and digital storytelling to foster and develop srudents' applications of English language. The article provides the contextual background and the authors' research of the intensive course. Later, a detailed description of the digital story with analysis through a multimodal framework will be discussed thoroughly.

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