Tag: Teacher’s Training
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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, Journal of Drama and Theatre Education in Asia (DaTEAsia), Applied Theatre Forms, Applied Theatre Theory, 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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The Impact on Improving Primary School Teachers’ Mental Health and Self-reflection Ability Through Drama Pedagogy｜DaTEAsia Vol. 2 Gallery
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
The Impact on Improving Primary School Teachers’ Mental Health and Self-reflection Ability Through Drama Pedagogy｜DaTEAsia Vol. 2
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.
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How Effective is a Drama-enhanced Curriculum Doing to Increase the Creativity of Preschool Children and Their Teachers?｜DaTEAsia Vol. 2 Gallery
How Effective is a Drama-enhanced Curriculum Doing to Increase the Creativity of Preschool Children and Their Teachers?｜DaTEAsia Vol. 2
Applied Theatre Practice, Journal of Drama and Theatre Education in Asia (DaTEAsia), Drama Education, Applied Theatre Research
How Effective is a Drama-enhanced Curriculum Doing to Increase the Creativity of Preschool Children and Their Teachers?｜DaTEAsia Vol. 2
In Hong Kong’s recent curriculum reform, creativity has been identified as a generic skill to be nurtured in our students of all levels in the key learning areas, including arts education. The present study evaluated the effects of a drama in education project on both students and teachers. Kindergarten and primary teachers took part in a 24-hour teacher training program on drama in education. Teachers also received support in lesson planning on drama-enhanced learning to the classes they were teaching. Students were randomly drawn from these classes to form the experimental group (83 kindergarten students) whereas 20 students from the same schools but were not taught by these teachers took part in the study as the control group. A total of 58 kindergarten teachers and primary school teachers completed both the pre-test and post-test. Significant differences were found in the teacher-perceived dramatics characteristics in the experimental group of students. Students who displayed more dramatics and creativity characteristics outperformed those with fewer characteristics in their verbal expression in story-telling. Significant positive effects were also found in the creative fostering teaching technique of teachers involved in the training. They encouraged their students to become independent and cooperative learners, accepted students’ ideas and provided them with try out opportunities. They also showed long term commitment to drama in education. Limitations and future directions are discussed.
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Nurturing an Environment for Drama Education in a Learning Organisation: A Case Study of “Fanling Assembly of God Church Primary School”｜DaTEAsia Vol. 2 Gallery
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
Nurturing an Environment for Drama Education in a Learning Organisation: A Case Study of “Fanling Assembly of God Church Primary School”｜DaTEAsia Vol. 2
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.
