Tag: Theatre Theory
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Audience Participation in Children’s Theatre: Why and How（Chinese）｜DaTEAsia Vol. 7 GalleryAudience Participation in Children’s Theatre: Why and How（Chinese）｜DaTEAsia Vol. 7
TEFO Resource Hub, TEFO Publications, Journal of Drama and Theatre Education in Asia (DaTEAsia), Children’s Theatre, Applied Theatre Research
Audience Participation in Children’s Theatre: Why and How（Chinese）｜DaTEAsia Vol. 7
Opinions are diverse as to whether audience participation is an essential element in children’s theatre. Some think that as young children are naturally active, unable to sit still for long periods of time, due to their short attention span, audience participation is indispensable for it can capture their attention while meeting their needs of being physically active.
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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.
NYU Forum on Educational Theatre | DaTEAsia Vol. 6
NYU Forum on Educational Theatre is the 13th annual forum held by the Program in Educational Theatre, NYU Steinhardt. The Forum attracted over 120 delegates from North America and Asia-Pacific regions, and a small attendance of postgraduates. There were about 70 paper and narrative presentations, and 50 workshops and performances.
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Inter-Asia Cultural Studies (IACS) Conference 2015 Undercurrents: Unearthing Hidden Social and Discursive Practices | DaTEAsia Vol. 5 Gallery
Inter-Asia Cultural Studies (IACS) Conference 2015 Undercurrents: Unearthing Hidden Social and Discursive Practices | DaTEAsia Vol. 5
Journal of Drama and Theatre Education in Asia (DaTEAsia), Applied Theatre Theory, Applied Theatre Research
Inter-Asia Cultural Studies (IACS) Conference 2015 Undercurrents: Unearthing Hidden Social and Discursive Practices | DaTEAsia Vol. 5
I was propelled to review the Inter-Asia Cultural Studies (IACS) Conference 2015 partly because of my trainings in both cultural studies and drama education, and partly because of the few amazing drama and theatre works presented in the conference. This fifth IACS Conference was organized by Inter-Asia Cultural Studies Society in collaboration with University of Indonesia and Airlangga University. The three-day conference drew together more than 350 scholars and practitioners from Indonesia, Malaysia, Singapore, Hong Kong, Taiwan, Thailand, the Philippines, South Korea and Japan to share their practices and to discuss and analyze urgent issues emerging in Asia.
Launching into Drama as a Pedagogy of Hope | DaTEAsia Vol. 4
The presentation draws on Paulo Freire’s Pedagogy of hope (1992) and his belief that we need hope in the way “a fish needs water”. In this book Freire charges us with the task to “unveil opportunities for hope, no matter what the obstacles may be”. Living through the first part of the 21st century has included us in many experiences that we may consider challenges to hopefulness. Madonna proposes drama as a pedagogy of hope and suggests our role, today and tomorrow, is to work in drama alongside our students to imagine, to hope, to empathise, and attempt to understand ourselves and others.
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Entangled Identities: Drama as a Method of Inquiry｜DaTEAsia Vol. 4 Gallery
Entangled Identities: Drama as a Method of Inquiry｜DaTEAsia Vol. 4
TEFO Resource Hub, TEFO Publications, Journal of Drama and Theatre Education in Asia (DaTEAsia), Applied Theatre Forms, Applied Theatre Theory, Process Theatre, Applied Theatre Research
Entangled Identities: Drama as a Method of Inquiry｜DaTEAsia Vol. 4
This paper tells the story of using process drama to “create spaces to encourage multicultural conversations” in response to the “ever increasing globalisation of education”. A little over ten years ago Ackroyd and Pilkington redesigned and implemented a drama work, the purpose of which was to provide a drama for children to challenge essentialist assumptions and actively construct their own identities in the UK. Following the work of Ackroyd and Pilkington, the purpose of this study was to use drama as method to generate data through exploring and listening to children in a postcolonial situation. I tell this methodological story drawing on Clandinin and Connelly’s three dimensional inquiry space as a framework and weaving the children’s small stories throughout as they travelled with me; in and out of a fictive world.
