Archiving and reporting on the arts is just as important as the execution of artistic practice by itself.

The archival and recording of theatrical work may not be a part of creating the actual work, but it makes sure that theatrical happenings live beyond their ephemerality.

Careful recording and detailed reflections are extensions of the creative process behind any performance, educational program or workshop, and can become valuable learning resources for the entire field.

At TEFO, we’ve always been thinking about how to fulfill our responsibility to develop ourselves as a networking and consulting organization for other practitioners in this field, and we hope that the principle of “Shared Knowledge” can continue carrying us forward in this work.

Thus, we are continually working to strengthen our online database’s ability to gather, organize and preserve applied theatre practice here in Hong Kong, so that our field’s research, records and archives can inspire present and future generations of applied theatre practitioners.

Please note that our English database is still under construction, and there may not be as much content as our Chinese database. For more resources, please visit the Chinese version of our website.

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Applied Theatre Practice Journal of Drama and Theatre Education in Asia (DaTEAsia) Applied Theatre Research

An Alternative Path: A Physical and Metaphorical Group-devised Ethnodrama | DaTEAsia Vol. 7

Graffitopia is a group-devised ethnodrama on the lives of twelve children aged 6 to 12 of different family and socio-economical backgrounds in Hong Kong. It was performed in May 2015 in the Hong Kong Cultural Centre, a public performance venue. In this paper, using Graftopia as a case study, we discuss how researcher-devisingperformers (RDPs) embody, transform and present ethnographic data in the creative process of an ethnodrama, and how such process deepens the RDPs’ understanding of the informants, themselves as well as the devising methodology and aesthetics of ethnodrama. The devising process of the eight RDPs were recorded and studied, and small-group interviews with all the RDPs were conducted towards the last stage of the rehearsal process to investigate their experience and moments of discoveries throughout the creative process. It has been found that the physical, stylised, metaphorical, and reflective devising process and performing style generated an aesthetic space for the RDPs to build not only their understanding of the ethnographic data, but also a strong connection between the RDPs’ selves and the children’s lived experience. Such aesthetic space is crucial to the transformative power, authenticity, research purposes, educational and artistic values of ethnodrama as a form of applied theatre.

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TEFO Resource Hub TEFO Publications Applied Theatre Practice Journal of Drama and Theatre Education in Asia (DaTEAsia) Process Theatre Applied Theatre Research

A Refective Case Study On Efective English Speaking Through Process Drama|DaTEAsia Vol. 7

Based on a single case study of a workshop adapted from the novel The Moon and Sixpence, this article explores the application of process drama in one English-as-a-Second-Language (ESL) class in a Chinese university. It is to examine the impact of drama on efective English speaking within the research context. The author reviews writings on socio-semiotic constructivism pertaining to drama and language acquisition, and writings that promote process drama as an alternative option for ESL classrooms.

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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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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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Journal of Drama and Theatre Education in Asia (DaTEAsia) Applied Theatre Theory Applied Theatre Research

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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Children / Toddlers Applied Theatre Practice 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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