Tag: Script
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A Practical Study of the Application of Active-inquiry Process on Theatre Play: Using the Experience of Creating the Play, Battle for Hong Kong 1941, as an Example（Chinese）｜DaTEAsia Vol. 9 GalleryA Practical Study of the Application of Active-inquiry Process on Theatre Play: Using the Experience of Creating the Play, Battle for Hong Kong 1941, as an Example（Chinese）｜DaTEAsia Vol. 9
Journal of Drama and Theatre Education in Asia (DaTEAsia), Theatre-in-Education (TiE), Applied Theatre Research
A Practical Study of the Application of Active-inquiry Process on Theatre Play: Using the Experience of Creating the Play, Battle for Hong Kong 1941, as an Example（Chinese）｜DaTEAsia Vol. 9
The study draws on the playwriting experience of the play for museum theatre, Battle for Hong Kong 1941, to examine the creation of interactive theatre and the design of the interactive section through the active-inquiry process from the point of view of an implementer. The researcher is also the playwright and the designer of the play’s interactive section.
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Students’ Perceptions of Collaborative Playwriting Projects Undertaken at a High School in Japan｜DaTEAsia Vol. 8 Gallery
Students’ Perceptions of Collaborative Playwriting Projects Undertaken at a High School in Japan｜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
Students’ Perceptions of Collaborative Playwriting Projects Undertaken at a High School in Japan｜DaTEAsia Vol. 8
This paper explores the activity of collaborative playwriting for theatre performance as a mode of language learning within a task-based framework. It describes a quasi-experimental study in which a pair of similar but distinct playwriting theatre tasks was implemented in a first-year English oral communication course at a senior high school in Japan. This paper briefly discusses the background, rationale and design of the playwriting tasks. It then reviews relevant data obtained from post-task student feedback questionnaires. Despite the evident lack of theatrical experience amongst the student participants, their feedback was markedly positive. In addition, a number of students reported improvements in various areas of their language abilities. They also recognised the opportunities for learning that both the devising process and the performance outcomes afforded them.
