Tag: Taiwan
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Advance Teaching Methods and Materials for Performing Arts Junior High School Teacher Education in Taiwan: A Case Study （Chinese）｜DaTEAsia Vol. 9 GalleryAdvance Teaching Methods and Materials for Performing Arts Junior High School Teacher Education in Taiwan: A Case Study （Chinese）｜DaTEAsia Vol. 9
TEFO Resource Hub, TEFO Publications, Applied Theatre Forms, Applied Theatre Theory, Journal of Drama and Theatre Education in Asia (DaTEAsia), Drama Education
Advance Teaching Methods and Materials for Performing Arts Junior High School Teacher Education in Taiwan: A Case Study （Chinese）｜DaTEAsia Vol. 9
The research purpose is to explore how to apply Rasaboxes into the junior high school performing arts teacher education and professional development to build a competence-based instruction module. Rasaboxes originates from the Indian performance theory, particularly emphasizing on body experience and emotion expression. Integrated with the Western Performance Studies and Drama Therapy, it has been applied into acting training, counseling, and education.
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The Praxes and Challenges in Cultivating Applied Theatre Practitioners in Taiwan: Using the Creative Applied Drama Practicum Curriculum as an Example | DaTEAsia Vol. 6 Gallery
The Praxes and Challenges in Cultivating Applied Theatre Practitioners in Taiwan: Using the Creative Applied Drama Practicum Curriculum as an Example | DaTEAsia Vol. 6
Journal of Drama and Theatre Education in Asia (DaTEAsia), Applied Theatre Theory, Applied Theatre Research
The Praxes and Challenges in Cultivating Applied Theatre Practitioners in Taiwan: Using the Creative Applied Drama Practicum Curriculum as an Example | DaTEAsia Vol. 6
This article discusses the rationales behind the design and implementation of the creative applied drama practicum curriculum in the Department of Drama Creation and Application (DDCA) at National University of Tainan (NUTN) as a case of nurturing applied theatre practitioners. It examines what effects and impacts students’ practicum in the form of community practices have on both the students themselves and the communities involved. The paper also analyses how the political economy and the culture of Taiwan interplays with the development of applied drama. It draws extensively from notions of ethics of care, relational aesthetics, dialogical creative theories and service learning to investigate how the design and implementation of the course has put theories into practice. Through the sharing of the curriculum practices, the paper attempts to invite and inspire more creative applied drama practices in Asia and around the globe.
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Innovation, Creativity, and Imagination: Drama, Theatre, Performance in Taiwanese Corporate Training | DaTEAsia Vol. 5 Gallery
Innovation, Creativity, and Imagination: Drama, Theatre, Performance in Taiwanese Corporate Training | DaTEAsia Vol. 5
Applied Theatre Practice, Journal of Drama and Theatre Education in Asia (DaTEAsia), Applied Theatre Research
Innovation, Creativity, and Imagination: Drama, Theatre, Performance in Taiwanese Corporate Training | DaTEAsia Vol. 5
Since 2004, there has been a Taiwanese trend of applying drama, theatre, and performance to corporate training, and this trend has yet to be thoroughly explored in scholarship. This research focuses on the investigation of this new phenomenon in the organizational and cultural levels. It analyzes the organic interplay among one characteristic of Taiwanese corporate culture (innovation), one feature of Laozi’s Taoism (creativity), and one principle of performance (imagination). As a practitioner-researcher, the author suggests that the purpose of applying drama, theatre, and performance in corporate training is not to enhance acting skills, physical techniques, or technical competences, but to explore organizational dynamics through embodiment and to enrich management-related knowledge such as innovation and creativity. The author provides thick description and participant observation. The author interprets Taoism tradition in Taiwanese corporate culture, reviews the Western scholarship in theatre and performance studies (particularly performative pedagogy). In addition, the author reports and analyzes the Taiwanese practices. In conclusion, the author provides two future research directions and hopes this article can encourage cross-cultural research and facilitate better communication between academic and business contexts.
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The Observation of the Practice of Drama Education in Taiwanese Elementary Schools in 21st Century｜DaTEAsia Vol. 2 Gallery
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
The Observation of the Practice of Drama Education in Taiwanese Elementary Schools in 21st Century｜DaTEAsia Vol. 2
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.
How to Use T.I.E. Skill to Tell History – Use the Play Opening the Gate in 1895 as Example｜DaTEAsia Vol. 1
This paper will focus on how to use T.I.E skills to tell the history during the colonization of Japan. In 1895, due to the failure in the Sino-Japanese War (1894-1895), the Qing government was forced to sign the Treaty of Shimonoseki in which Taiwan was ceded to Japan and became a Japanese colony. The play Opening the Gate in 1895 uses the form of T.I.E to tell the story of this disturbing period. In the play, some interactive theatre skills from T.I.E, such as role play, meeting, image theatre, and hot-seating, are used in the process of the performance for presenting the major issues at the time, such as dilemma of Taiwanese people at the time—whether they should open the gate and allow the Japanese Army to enter the city or not, and the issue about the confusion of Taiwanese identity.
Inquiries into the Contemporary Drama Education in Taiwan｜DaTEAsia Vol. 1
Urged by the reflection on the current educational reform and its implementation in Taiwan, as well as based on the researcher’s academic interest and teaching experiences, this thesis attempts to clarify the changing meaning of drama education in Taiwan, and derived from the researcher’s teaching own observation and reflection, propose the thinking directions and improving strategies for the praxis of drama education based on the researcher’s own observation and reflection.
