Author | 許娜娜 Anna N. N. Hui, 張秉權 Ping-kuen Cheung, 王添強 Simon T. K. Wong, 何競 Mavis W. J. He |
annahui@cityu.edu.hk | |
Affiliation | City University of Hong Kong, Hong Kong (許娜娜 Anna N. N. Hui、 王添強 Simon T. K. Wong) Hong Kong Academy for Performing Arts, Hong Kong ( 張秉權 Ping-kuen Cheung) Ming Ri Institute for Arts Education, Hong Kong( 何競 Mavis W. J. He) |
Article Language | English |
APA Citation
Hui, A., Cheung, P., Wong, S., He, M. (2011). How effective is a drama-enhanced curriculum doing to increase the creativity of preschool children and their teachers?. Journal of Drama and Theatre Education in Asia, 2, 21-28.
Abstract
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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