Tag: Social Skills
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Intercultural theatre approach in applied theatre: A multi-case study approach in Las Ranas and TYPT: 05 GalleryIntercultural theatre approach in applied theatre: A multi-case study approach in Las Ranas and TYPT: 05
Hong Kong Masters and PhD Theses, Elderly, General Theatrical Skills, Women, Drama Education, Youth / Adolescents, Community Theatre, Theatre Games
Intercultural theatre approach in applied theatre: A multi-case study approach in Las Ranas and TYPT: 05
Identity is to be different from other people but that self-definition is not recognized by others all the time. Globalization and the standardization of the diversity of culture in terms of a ‘melting pot’ is a cause from concern. This research aims to explore how intercultural theatre approaches can be used in applied theatre in the community, in a diversity of cultural settings by two case studies, Case study 1 - Las Ranas in Spiral and Case study 2 - TYPT: 05 in Talawa. The research data was collected by four methods: participant and non-participant observation, semi-structured interview and questionnaire. The result will show that the participants responded positively during working with diverse cultures. There were no insurmountable obstacles or barriers between each participant with regard to cultural and language differences. While no one tradition can link all those differences, and an intercultural theatre approach could provide diverse cultures with a platform for developing an individual’s potential. That fulfills the objective of applied theatre that it raises up the awareness, and empowers the participants. In conclusion, there is an interrelationship between an intercultural theatre approach and applied theatre.
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Enhancing School-aged Children’s Social Competence through Educational Drama | DaTEAsia Vol. 6 GalleryEnhancing 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
Enhancing School-aged Children’s Social Competence through Educational Drama | DaTEAsia Vol. 6
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.
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School-based Drama Program to Enhance Social and Emotional Wellbeing at Elementary School (English)｜DaTEAsia Vol. 3 Gallery
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
School-based Drama Program to Enhance Social and Emotional Wellbeing at Elementary School (English)｜DaTEAsia Vol. 3
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).
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The Experience of Using Acting Class as a Means to Enhance the Social Skills of Students with Autism/Asperger Syndrome｜DaTEAsia Vol. 2 Gallery
The Experience of Using Acting Class as a Means to Enhance the Social Skills of Students with Autism/Asperger Syndrome｜DaTEAsia Vol. 2
Applied Theatre Practice, Journal of Drama and Theatre Education in Asia (DaTEAsia), Applied Theatre Research
The Experience of Using Acting Class as a Means to Enhance the Social Skills of Students with Autism/Asperger Syndrome｜DaTEAsia Vol. 2
This paper aims to share the experience of a pilot project of which acting class has been used as a means to enhance the social skills of students with autism/Asperger syndrome. The pilot project has implemented four acting classes. The participants include students with autism/Asperger syndrome from primary and secondary schools. The “student social skills progress report” has been used to understand the effectiveness of acting class on the social skills of these students. The results show that each participant has demonstrated improvement in his/her social skills. Besides, through the process of the acting classes, the pilot project has summed up a “relationship based” working model, and given suggestions on implementing acting classes for students with autism/Asperger syndrome to schools and organizations for reference.
