Tag: Primary School

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

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

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.

The Integration of Drama Education in the Subject of Modern Greek Language in Greek Primary Education|DaTEAsia Vol. 8

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

The use of dramatic conventions for educational purposes has a long history. However, in the Greek educational system it is only during the last decade that a clear-cut effort has been actually made to incorporate dramatic methods into the teaching of various subjects and in particular into the subject of language. The present study examines ways and approaches of incorporating dramatic methods into the subject of language in the elementary education in Greece.

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|

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.

Enhancing School-aged Children’s Social Competence through Educational Drama | DaTEAsia Vol. 6

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

In this paper, the role of educational drama was examined as a means of promoting primary school students’ social competence. A research study was conducted in 90 public primary school classrooms in Greece. The research data came from 1826 children aged 9 through 11 years (904 boys, 922 girls) in an experimental process of pre-testing and post-testing, using the sociometric nomination procedure of Coie and Dodge (1983). Statistical analysis of research data revealed that: (1) Drama activities have positive effects on students’ social competence and (2) the positive effect that educational drama has on students’ social competence is not related to the age of the children since the research expectations were finally confirmed in all experimental classrooms. Thus, more attention should be paid to a drama-based curriculum in primary school if the development of students’ social competence is to be facilitated.

School-based Drama Program to Enhance Social and Emotional Wellbeing at Elementary School (English)|DaTEAsia Vol. 3

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

The drama program was designed by the experienced drama expert and educator Annukka Häkämies and Katja Joronen with the teachers in Southern Finland. The program premised upon the drama theories of e.g. Owens and Barber (1998) and social cognitive theory of Bandura (1986). Program focused on improving social competence and social and emotional wellbeing in the classroom which may also reduce bullying. Participants were elementary school children in grades 4–5 (mean age of 10.4 years).

Dramatic Play as a Means of Developing Primary School Students’ Self-concept (English) |DaTEAsia Vol. 3

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

In this paper the role of dramatic play was examined as a means of developing primary school students’ self-concept. A research study was conducted in 8 public primary school classrooms. The data collected were from 141 children aged 8 to 11 (66 boys, 75 girls) in an experimental process of pre and post testing, using Harter’s scale of measuring self-concept.

The Impact on Improving Primary School Teachers’ Mental Health and Self-reflection Ability Through Drama Pedagogy|DaTEAsia Vol. 2

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

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.

The Observation of the Practice of Drama Education in Taiwanese Elementary Schools in 21st Century|DaTEAsia Vol. 2

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

Grade 1-9 Curriculum has been implemented in Taiwan since 2001 which drama has gradually become a more important teaching medium in Arts and Humanities domain. We can observe the situation of drama education practice in modern Taiwanese elementary schools from the scopes of the modern drama and traditional drama. In the part of the modern drama, the forms are mainly creative drama and educational drama, including performance appreciation and, at the same time, getting involved with plot to produce interactive dialogue. The teaching of modern drama is aimed to stir the students' creativities and esthetic abilities and to guide them to learn and solve the transdisciplinary questions. In the part of the traditional drama, different from creative drama and educational drama, the teachings emphasizes on the performing skills, and the intention of conserving traditional art heritage is apparent, for example Palmardrama team from Taipei Municipal Pingdeng Elementary School. The aims of the paper are not only analyzing the present situations of the drama education, but also observing the restrictions and limitation of drama education within Taiwan's elementary education system and to put forth the self-reflections and suggestions.

Nurturing an Environment for Drama Education in a Learning Organisation: A Case Study of “Fanling Assembly of God Church Primary School”|DaTEAsia Vol. 2

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

This case study examines how a Hong Kong primary school uses the management principles of “learning organisations” to nurture an environment for the long-term development of drama education in the school. Through a microscopic analysis of the school’s experiences, this paper documents and discusses how the school made use of external funding to bring in human and curriculum resources, how a platform for collaborative teacher development was created to nurture their own team of drama teachers, and how a holistic drama curriculum was conceived and practised in the school. This paper focuses on how the school adopts the principles of humanistic management to facilitate teacher empowerment and create a vision shared by teachers, parents and students.

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 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.

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