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.
Changing Practice?− Exploring the potential contribution of applied theatre training to capacity building for NGO workers in China
Does applied theatre training contribute to capacity building for NGO workers in China? If so, how, and what factors might support or inhibit its effective application? This study adopts a blend of reflective practitioner research and action research as methodology centring on an applied theatre training workshop with a group of Chinese NGO workers. It draws from adult education literature in the area of experiential theories of adult learning and pedagogy, and the growing literature related to applied theatre and drama education. Both of these literatures raise theoretical issues concerning holistic learning and mindful and reflective practice, and a wide range of relevant categorisations of learning paradigms, fields and modes is canvassed.
Exploring the Moral Values of Trust and Care through Process Drama in a Chinese Primary School: The Case of Workshop A Lion in Paris | DaTEAsia Vol. 10
Based on an in-depth case study of a workshop adapted from the picture book A Lion in Paris, this paper explores the possibilities of introducing drama to promote primary children’s moral values of trust and care in the Chinese educational context.
Artistic Transfiguration: Drama as Pedagogy during and after the COVID-19 Pandemic（Chinese） | DaTEAsia Vol. 10
This article examines the notion of transfiguration and analyses how process drama and arts education can help achieve elevated mental and spiritual states through transforming adversity to something that inspires beauty and deep meanings. This article illustrates this transfigurative function of drama education with an online pedagogical resources project which supports kindergartens with mainly drama education during and after the COVID-19 pandemic. The author accordingly points out that drama education can effectively address the emotional, spiritual, ethical and mental needs of teachers and young children in the context of post-pandemic education.
Japanese Students Re-engaging in English through Dramatised Digital Storytelling｜DaTEAsia Vol. 8
Through the deconstruction of a collaboratively constructed srudent-devised dramatised digital story, this article examines how a group of Japanese university students engaged in their English language learning in a meaningful and creative way. The digital story was an outcome of a three-week intensive elective that drew on process drama and digital storytelling to foster and develop srudents’ applications of English language. The article provides the contextual background and the authors’ research of the intensive course. Later, a detailed description of the digital story with analysis through a multimodal framework will be discussed thoroughly.
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.
How to Plan a Drama Lesson with Hot News as the Pretext – Taking “The Sea Project” as an Example (Chinese)｜DaTEAsia Vol. 4
The earthquake and the subsequent tsunami taking place in Japan on 11 March 2011 concerned Taiwanese society a lot. It prompted me to devise a drama lesson with this hot news as its pretext, so as to help the participants consider what one can do when an unexpected and inescapable calamity happens. Seeing that lesson planning, in addition to teaching tactics, is also a great challenge for drama teachers and worthy of study, this paper shares the thorough planning process of the above-mentioned drama lesson, particularly regarding the issues such as ethical concerns, artistic selection, and course structure.
