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Artículos de revistas sobre el tema "Drama in education"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Wei, Zhiyu, and Binning Li. "Exploration of "Authenticity" in the Subject of Family Education — Take the Domestic TV Drama "Little Happiness" as an Example." Arts Studies and Criticism 5, no. 5 (2024): 327. https://doi.org/10.32629/asc.v5i5.3078.

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The authenticity of TV drama has always been the goal pursued by script creators in film and television creation. With the continuous development and innovation of China's TV drama industry, the subject matter of TV dramas has shown a diversified development trend. However, under the influence of commercialisation and other factors, some TV series with funny, outrageous contents and wrong value orientation have appeared in the TV series market, which has brought a bad atmosphere to the development of TV series market. In the face of gradually increasing social pressure, TV dramas that can refl

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2

Ta Park, Van My, R. Henry Olaisen, Quyen Vuong, Lisa G. Rosas, and Mildred K. Cho. "Using Korean Dramas as a Precision Mental Health Education Tool for Asian Americans: A Pilot Study." International Journal of Environmental Research and Public Health 16, no. 12 (2019): 2151. http://dx.doi.org/10.3390/ijerph16122151.

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Precision mental health (MH) holds great potential for revolutionizing MH care and reducing the burden of mental illness. Efforts to engage Asian Americans in precision MH research is necessary to help reduce MH disparities. Korean drama (“K-drama”) television shows may be an effective educational tool to increase precision MH knowledge, attitudes, and behaviors (KAB) among Asian Americans. This study determined whether KAB improved after participating in a K-drama precision MH workshop, and examined the participants’ perspectives about K-dramas’ utility as an educational tool. A K-drama preci

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3

Brunner, Diane. "Drama in Education." Teaching Education 9, no. 1 (1997): 73–74. http://dx.doi.org/10.1080/1047621970090112.

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4

Turčilo, Lamija, and Mersiha Kolčaković. "Informalno obrazovanje i pozorišna drama." Obrazovanje odraslih/Adult Education 9, no. 2 2009 (2009): 105–14. http://dx.doi.org/10.53617/issn2744-2047.2009.9.2.105.

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This article analyses how theater drama can help in adult education. It is pointed that in the theater we see informal education, that is gaining new knowledge, skills, values... Research made in Sarajevo suggests that theater is in the function of adult education, but this function should be developed better in the future.

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5

van de Water, Manon. "Drama in education: why drama is necessary." SHS Web of Conferences 98 (2021): 02009. http://dx.doi.org/10.1051/shsconf/20219802009.

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The article dwells on the use of drama and performance techniques in education and social work in connection with multiple intelligence theory, emotional intelligence theory, and brain based learning. The author connects the use of drama in the alternative theories of teaching and learning based on recent neuroscientific research, and lays out an integrative approach to teaching and learning that promotes inclusion, diversity, and social awareness, through embodied and contextualized learning. If we perceive cognition and emotion as interrelated, then drama as an educational tool becomes essen

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6

Liu, Peng. "Exploration of Drama Education in the Practice of Aesthetic Education in Chinese Universities." Journal of Education and Educational Research 5, no. 1 (2023): 85–88. http://dx.doi.org/10.54097/jeer.v5i1.11735.

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Based on the relationship between the cultivation of aesthetic ability and drama art education, this paper analyzes the aesthetic connotation of drama education and the current situation of drama education in colleges and universities, and takes the drama club in colleges and universities as the research object to analyze the realistic path of drama education to improve the aesthetic ability of colleges and universities. , in order to clarify the strategy of the integrated development of drama education and aesthetic education in colleges and universities, especially the improvement basis and

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7

Edmiston, Brian. "Drama as Ethical Education." Research in Drama Education: The Journal of Applied Theatre and Performance 5, no. 1 (2000): 63–84. http://dx.doi.org/10.1080/135697800114203.

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8

Calvert, Dave. "Drama, disability and education." Research in Drama Education: The Journal of Applied Theatre and Performance 18, no. 4 (2013): 417–18. http://dx.doi.org/10.1080/13569783.2013.838344.

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9

Sang Soo Lee. "Japanese Education through Drama." Journal of North-east Asian Cultures 1, no. 39 (2014): 361–75. http://dx.doi.org/10.17949/jneac.1.39.201406.021.

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10

Lähdesmäki, Sirkku. "Exploring the Contribution of the Steps of Progress (SPM) and Arc of Drama (ADM) Models in Developing Student Teachers' Adoption of Drama Education." International Journal on Social and Education Sciences 5, no. 3 (2023): 475–92. http://dx.doi.org/10.46328/ijonses.521.

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Teacher training should promote the professional competence of student teachers to plan drama education. This study focuses on how designing a drama course based on the Steps of Progress (SPM) and Arc of Drama (ADM) models can promote the adoption of drama education as described by student teachers. Research data was collected from the synthesis of student teachers (N=39) who participated in the 2019 drama education course in adult teacher education. The research method is qualitative content analysis. The research question is how does SPM and ADM-based drama education contribute to student te

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11

Zheng, Sisi. "Process drama in Chinese education: Possibilities and challenges in governmental policy papers and the curriculum of moral education." Applied Theatre Research 9, no. 2 (2021): 155–72. http://dx.doi.org/10.1386/atr_00055_1.

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The article explores the potential of applying process drama in moral education in Chinese schools. By conducting a thematic review of the current national curriculum and policy documents from both historical and contemporary perspectives, the interconnection between the role of art and moral cultivation in China is discussed. Through an analysis of the national curriculum, the article suggests that applying process drama in school education can contribute to learning in the curriculum areas of both aesthetic and moral education. However, the existing commingling of concepts and definitions in

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12

Guneysu, Sibel, and Nida Temiz. "Perceptions about Drama before and After Drama in Education." Procedia - Social and Behavioral Sciences 46 (2012): 2046–50. http://dx.doi.org/10.1016/j.sbspro.2012.05.426.

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13

Yurika Nur Prasetya, Erhamwilda, and Enoh Nuroni. "Pengaruh Menonton Drama Korea terhadap Gaya Hidup Remaja Muslim." Bandung Conference Series: Islamic Education 4, no. 2 (2024): 604–11. http://dx.doi.org/10.29313/bcsied.v4i2.14226.

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Abstract. This research was conducted on teenagers aged 12-22 years who like Korean dramas with the aim of finding out the effect of watching Korean dramas on teenagers' lifestyles. This research uses a quantitative approach with survey methods which are included in correlation research. The type of sampling used Side Nonprobability with Purposive Sampling technique due to certain considerations, namely teenagers aged 12-22 years who like Korean dramas. The research results show 1) The intensity of teenagers in watching Korean dramas obtained a total percentage of 57.09% in the quite high cate

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14

Gong, He. "Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education." Advances in Multimedia 2022 (October 11, 2022): 1–11. http://dx.doi.org/10.1155/2022/6388057.

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With the continuous development of multimedia technology and children’s drama education as a very important part of preschool education, the combination of the two has attracted the attention of many scholars at home and abroad. Drama education for preschool children is the initial stage of children’s learning and the most important part of preschool education system. At the same time, preschool children drama education is the most basic stage of children’s intellectual development. The correct and reasonable preschool children drama education plays a great role in promoting their intelligence

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15

Ren, Haoyun. "The Comprehensive Influence of Drama Education on Students and Autistic Children." SHS Web of Conferences 180 (2023): 02019. http://dx.doi.org/10.1051/shsconf/202318002019.

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With the progress of society, a large number of talents with high comprehensive quality, high communication ability and high cooperation ability are needed. Ordinary exam-oriented education can no longer meet the needs of society. Attention has been paid to the introduction and promotion of drama education. As early as in Europe and America, drama education has been widely used. This paper summarizes and analyses how drama education improves students’ ability. This article reviewed and summarized several literatures, combined the benefits of drama education on students’ learning and personalit

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16

Ward, Julie, Helen Frances Mills, and Alan Anderson. "Drama in the Dale: Transformation Through Community Drama." Harvard Educational Review 83, no. 1 (2013): 54–61. http://dx.doi.org/10.17763/haer.83.1.k746345q366v0023.

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During the winter of 2011-2012, Weardale, England, was the setting for an ambitious informal adult education project. In this rural area in the northeast part of the country, the local arts collective, Jack Drum Arts, established a community play project entitled The Bonny Moorhen. This dramatic undertaking aimed to retell the story of the infamous Battle of Stanhope, a local lead miners’ uprising. The project took place in a converted barn and involved a group of sixty learners of all ages and from all walks of life. The troupe formed the choir, band, backstage crew, and company of actors who

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17

Pan, Chong, and Farideh Alizadeh. "Costume and Body Language of Ethnic Dance Drama under Semiotics: An Analytical Study." Journal of Ecohumanism 3, no. 7 (2024): 741–54. http://dx.doi.org/10.62754/joe.v3i7.4242.

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Dance drama is a dramatic form with dance as its main means of expression, which has been developed in China for less than a century. In recent years, the development of Chinese dance drama, especially ethnic dance drama, has shown an obvious upward trend. Several excellent dance drama works have appeared, forming some distinctive dance drama styles, among which The Journey of a Legendary Landscape Painting, The Peacock, and The Railway to Tibet are quite representative. This study will investigate the above three dance dramas based on semiotics. An analysis of costume and body language is car

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18

Zhang, Jinmei. "Growing Drama: A New Integral Paradigm through Children’s Drama Experience Construction in Early Childhood." Beijing International Review of Education 3, no. 4 (2022): 579–90. http://dx.doi.org/10.1163/25902539-03040006.

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Abstract Traditional drama education in early childhood has been concentrated on the interdisciplinary level, barely integrating children’s mind, body, and spirit. Language, science, society, health and art are integrated through drama to establish connections among the various disciplines. However, it is very important for children to walk between the worlds of reality and fiction through drama, interact with body and mind, and construct a complete experience. To achieve maximum integration of body and mind that is based on “education as growth” as in Dewey’s Experience and Education (1938),

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19

Hu, Yaxin, Jack Shu, and Mengtian He. "Revolutionizing Drama Education: A Journey through Virtual Simulation Technology." Transactions on Social Science, Education and Humanities Research 7 (May 6, 2024): 290–96. http://dx.doi.org/10.62051/8q5f2290.

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In this paper, we deeply discuss the practical application of virtual simulation technology in the field of drama teaching. First, we analyze how virtual simulation technology can improve the efficiency of drama teaching through simulation, intelligent interaction and personalized learning. Subsequently, we detail how virtual simulation technology can help educators create more innovative and immersive drama courses. Finally, we delve into the challenges that may arise when integrating virtual simulation technology into drama teaching and propose solutions to overcome these obstacles in order

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20

Yousaf, Amna, Lubna Zahid, Habiba Mushtaq, and Shakeel Amjad. "Discourse Analysis on Pakistani Dramas, Language Change and Social Status." Journal of Asian Development Studies 12, no. 4 (2023): 954–67. http://dx.doi.org/10.62345/jads.2023.12.4.76.

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The study analyzed the discourse used in Pakistani dramas that language change is influenced by social status. This study's research tool was based on the CDA model of the fair clough. The sample for this corpus–based study was taken from a geo-Pakistani channel, a drama named Syani drama and Grift drama. The data was collected from the internet. The objective of this study was to show that social status is powerful and stimulates people to change their language by their social status. The main purpose of this study was to identify the hidden meaning of drama and power matters in shifting lexi

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21

Ma, Shelin, and Jie Liu. "A Field Study on the Script Structure of English Drama in Education in Chinese Primary and Secondary School." English Language and Literature Studies 12, no. 4 (2022): 16. http://dx.doi.org/10.5539/ells.v12n4p16.

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Drama in Education (DIE) is believed to play a specially positive role in helping students in primary and secondary schools to form language awareness and develop language abilities. It has gradually formed its own script structure characteristics in the practice of local English teaching. By analyzing the scripts of 31 dramas staged by three local schools in the English culture and drama festivals, this paper summarizes the implementation characteristics of DIE from the aspects of story source, script source, students&rsquo; involvement, and theme distribution. In addition, this paper als

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22

Avcı, Ayça. "Music Education With Educational Drama." International Journal of Progressive Education 16, no. 5 (2020): 242–55. http://dx.doi.org/10.29329/ijpe.2020.277.15.

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23

Karim, Enas Ibrahim. "Using Drama in Museum Education." مجلة المعهد العالي للدراسات النوعية 1, no. 1 (2021): 385–408. http://dx.doi.org/10.21608/hiss.2021.184626.

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24

Burn, Andrew. "Drama education with digital technology." English in Education 45, no. 1 (2011): 104–6. http://dx.doi.org/10.1111/j.1754-8845.2010.01086.x.

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25

Robinson, Daniel B., and Matthew Meyer. "Health education and interactive drama." Health Education Journal 71, no. 2 (2011): 219–28. http://dx.doi.org/10.1177/0017896911398811.

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26

Bailin, Sharon. "Critical Thinking and Drama Education." Research in Drama Education: The Journal of Applied Theatre and Performance 3, no. 2 (1998): 145–53. http://dx.doi.org/10.1080/1356978980030202.

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27

Reyes, Marita VT, and Ma Victoria R. De Santos. "Molecular drama in biochemical education." Biochemical Education 13, no. 1 (1985): 11–13. http://dx.doi.org/10.1016/0307-4412(85)90115-3.

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28

McCullough, Melissa. "Bringing drama into medical education." Lancet 379, no. 9815 (2012): 512–13. http://dx.doi.org/10.1016/s0140-6736(12)60221-9.

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29

Winston, Joe. "Theorising Drama as Moral Education." Journal of Moral Education 28, no. 4 (1999): 459–71. http://dx.doi.org/10.1080/030572499103016.

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30

Thornton, L. "Use of drama in education." BMJ 312, no. 7030 (1996): 581. http://dx.doi.org/10.1136/bmj.312.7030.581a.

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31

Shenfield, Robyn, and Monica Prendergast. "Curriculum violence in drama education." Research in Drama Education: The Journal of Applied Theatre and Performance 28, no. 3 (2023): 392–404. http://dx.doi.org/10.1080/13569783.2023.2219617.

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32

Thayyib, Magfirah, Wahibah Wahibah, Devi Ismayanti, and Andi Husni A. Zainuddin. "Virtual Drama in Literature Education." International Journal of Asian Education 6, no. 1 (2025): 61–74. https://doi.org/10.46966/ijae.v6i1.479.

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Literature education is essential for enhancing students’ language competence, critical thinking, and engagement with literary texts. This study explores the implementation of a virtual drama project in literature classes for English Education students at IAIN Palopo, examining their responses, benefits, and challenges. Employing a descriptive-quantitative approach with qualitative elements, data were collected from 100 students across six classes through a structured questionnaire. Descriptive statistics and thematic analysis were used to analyze the findings. Results indicate that 72% of stu

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33

Nyberg, Crister. "Fiction in Drama Education Offers Learning Opportunities for All - Philosophical Perspectives in Drama Education." European Journal of Social and Behavioural Sciences 14, no. 3 (2015): 1929–37. http://dx.doi.org/10.15405/ejsbs.174.

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34

Baldwin, Patrice. "Drama: a post-National Curriculum overview of drama in education." FORUM 44, no. 3 (2002): 103. http://dx.doi.org/10.2304/forum.2002.44.3.1.

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35

Freebody, Kelly. "Discourse in drama: Talk, role, and learning in drama education." NJ 37, no. 1 (2013): 65–75. http://dx.doi.org/10.1080/14452294.2013.11649564.

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36

Ameen, Rawaz Jamal. "Usability of Conscience Alley, Classroom Dramatization and Stage Acting as Pedagogical Techniques of Interactive Method of Teaching Drama at University Level." JOURNAL OF LANGUAGE STUDIES 6, no. 4, 1 (2023): 266–79. http://dx.doi.org/10.25130/jls.6.4.1.17.

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This study demonstrates the accessibility extent of three prominent pedagogical techniques of interactive method of teaching drama at university level: conscience alley, classroom dramatization, and stage acting. It covers their characteristics in terms of their fulfillments, pros, cons, the teacher’s role, non-human resources, viewership and example of dramas for implementation of each technique accordingly. Moreover, it encompasses the effectiveness of the three techniques in learning process when utilized properly. Besides, it supplies useful recommendations for more successful teaching pro

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37

Wang, Yiou, Xiuqing Qiao, and Shusheng Ma. "The opportunities and challenges of drama in education in Chinese kindergartens." Applied Theatre Research 10, no. 2 (2022): 187–204. http://dx.doi.org/10.1386/atr_00070_1.

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With the introduction of drama in education and creative drama in China in the late twentieth century, drama in education has become a new practice and research hotspot in the field of education. However, children’s theatre performance and dramatic acting training have for a long time been the main form of Chinese preschool drama education and still have a noticeable impact. In this article, we explore how drama in education can improve and expand Chinese kindergarten teachers’ teaching repertoire and how it can contribute to children’s interpersonal development. This design-based study uses i

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38

Csík, Zsófia, and Júlia Eck. "Drama Games in Folk Dance Education." Tánc és Nevelés 3, no. 1 (2022): 125–46. http://dx.doi.org/10.46819/tn.3.1.125-146.

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This paper examines the effects of drama games on successful competency development in teaching and education, specifically within folk dance education. We also present the results of data drawn from two non-representative pieces of research done among educators (n=30) and students (depending on game n=19–39) regarding the effective use of structured drama activities in the folk dance classroom to strengthen group cohesion or trust between students. Finally, as a methodological recommendation, we introduce a collection of drama games and possibilities for their integration into folk dance educ

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39

Cowburn, Ben. "Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part One: Where Dorothy Came From, What She Did, and How It Can Support Language Development." JALT PIE SIG: Mask and Gavel 2, no. 1 (2013): 4–12. http://dx.doi.org/10.37546/jaltsig.pie2.1-1.

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From the 1960s onwards, Dorothy Heathcote became a highly influential figure in UK drama education. Her practice, based around unscripted, participatory dramas in which students were often guided by a teacher working ‘in role’, helped to shape the way drama is taught in schools today, particularly within the process drama approach. Influenced by a range of educational theorists and practitioners, Heathcote developed a style of educational drama that she saw as being distinct from ‘theatre’, and more concerned with experiencing drama than performing it. To this end, she developed a number of dr

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40

Quinones, Gloria, Avis Ridgway, and Liang Li. "Developing a drama pedagogy for toddler education." Journal of Early Childhood Research 17, no. 2 (2019): 140–56. http://dx.doi.org/10.1177/1476718x18823235.

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This article examines how an educator develops a drama pedagogy through the course of her dramatic interactions with three toddlers. A cultural-historical approach was used to explore the concepts of dramatic interactions and dimensions of drama pedagogy. Visual research methodology involved video observations and a reflective interview with the educator. A case example uses an everyday moment that took place in an Australian childcare centre. This is discussed to show how drama pedagogy unfolds to support toddlers’ learning and development. The case example occurs in a special space known as

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41

Zheng, Sisi, and Adam Cziboly. "What can the translation of key terms reveal about understandings of drama education in China?" Applied Theatre Research 10, no. 2 (2022): 119–40. http://dx.doi.org/10.1386/atr_00066_1.

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Based on the authors’ previous academic exchange and observations, translation of terms related to drama and theatre from English to Chinese and vice versa is likely to cause misunderstandings. This research investigated what the translation of key terms may reveal about the understandings of drama education in China. Through a desk research, we collected key terms primarily related to drama and theatre from 26 seminal English and Norwegian books in the field of drama education and their Chinese translations, sorting out and comparing the English/Norwegian originals and the Chinese translation

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42

Gold, Muriel, and Raye Anderson. "The Fictional Family: in Drama, Education and Groupwork." Canadian Theatre Review 75 (June 1993): 81. http://dx.doi.org/10.3138/ctr.75.015.

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In recent years, texts for and about drama teaching in recent years have tended to focus on the theoretical examination of old methods. There’s not been much in the way of the new or unusual in terms of actual practice. Much of the work described in “The Fictional Family: in Drama, Education and Groupwork”, Muriel Gold’s account of her teaching with a theatre class at McGill, is familiar. There’s a strong developmental drama base, the idea that teaching drama leads students towards a healthier perception of themselves, pioneered by Brian Way thirty or so years ago. Teachers, myself included, w

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43

Kļava, Oskars, and Irēna Katane. "YOUTH THEATRE ART NON-FORMAL EDUCATION IN THE CONTEXT OF DRAMA PEDAGOGY HISTORICAL DEVELOPMENT." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 4 (May 25, 2018): 412. http://dx.doi.org/10.17770/sie2018vol1.3403.

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Nowadays not only formal but also non-formal education plays a significant role in the context of lifelong learning. By getting involved in various non-formal education activities, with overall and personality development, children and young people socialise, gain new experiences, and acquire new social roles. The wider the spectrum of non-formal education activities, the more possibilities there are for each child and young person to find the most suitable to get involved in according to their interests, needs, abilities, future intentions and goals. One of the forms of non-formal education f

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44

Chen, Zhirui. "Exploring the Use and Development of Drama in Education in Elementary and Secondary Ethics and Rule of Law Course." Transactions on Social Science, Education and Humanities Research 11 (August 20, 2024): 13–17. http://dx.doi.org/10.62051/ppj73645.

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Drama in Education (DIE) is becoming more and more important in the context of the development requirements of the country's soft power. As an important criterion of national soft power, Drama in Education (DIE) is gradually being integrated into all aspects of the school community. By bringing Drama in Education to Ethics and Rule of Law classes for primary and secondary school students, integrate the two. And through the practice of a combination of dots and lines to promote educational theater, receive a good response. The significance of Drama in Education is to energize the rigid classroo

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45

Gulzira, Madaminova. "INTEGRATING EDUCATIONAL DRAMA IN TEACHING EFL." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 01 (2023): 68–80. http://dx.doi.org/10.37547/pedagogics-crjp-04-01-11.

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There is a continuous demand for innovative foreign language teaching approaches in current education system. The article discusses Educational drama as an effective method in developing foreign language (English) learners’ sociolinguistic competence. Theoretical and practical overview of the research will be presented to highlight the importance of the method. In pedagogy, there are many advantages of the Educational drama method. Drama encourages students to acquire cognitive knowledge. As active learners, they not only receive information, but also develop creative thinking skills. Language

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46

Mardiani, Ridha, and Merina Hanifah. "Enhancing English Language Skills through a Collaborative Drama Project." Athens Journal of Education 10, no. 3 (2023): 463–80. http://dx.doi.org/10.30958/aje.10-3-6.

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We have to admit that drama activities can give a variety of benefits for English foreign language learners of all ages in Indonesia. This article describes how a collaborative drama project could enhance twenty-seven undergraduate students in the sixth semester of the English education study program of a small private college in Cimahi, West Java, Indonesia. Drama, which could be considered a literary exposure for the participants, is one subject being taught as intra-curricular activities for 3 credit hours per semester, where they took the subject for the whole semester. The final assignmen

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47

Yuanyuan, Chen. "Enhancing EFL Students’ English Competency Through Drama: A Case Study in a Primary School in China." English Language Teaching 12, no. 7 (2019): 68. http://dx.doi.org/10.5539/elt.v12n7p68.

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Drama courses are widely set up in K-12 education in Western countries, and drama in education promotes both language acquisition and drama acting in the West. Therefore, in the current K-12 education curriculum in China, the practice of offering English drama courses is in line with the needs of students&rsquo; core competencies development. Drawing on the participants&rsquo; interview narratives, classroom observations and journals, based upon the case in a foreign language primary school in Guangzhou, China, this study examines how the drama course is carried out and how the student

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48

Wang, Bing. "Ruminating the innovative significance of educational linguistics to education." BCP Education & Psychology 6 (August 25, 2022): 139–43. http://dx.doi.org/10.54691/bcpep.v6i.1781.

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A review of the relationship between the international city and urban drama culture can help us understand the necessities of construction of urban drama culture and its promotion on the development of international city. Urban culture is the core quality necessary for the international development of modern cities. Urban culture needs to be disseminated ad integrated into the lives of the citizens, and drama is an important vehicle for this. Throughout the development process of international metropolises at home and abroad, drama culture can improve the comprehensive strength, enhance the ta

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Haddad, Fadi G., and Alexander Dhoest. "Cosmopolitanism in Dubai’s Pan-Arab Drama." Middle East Journal of Culture and Communication 13, no. 2 (2020): 190–209. http://dx.doi.org/10.1163/18739865-01302002.

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Abstract Pan-Arab dramas (Ar. al-drama al-ʿarabiyya al-mushtaraka) are a recent trend in Arabic drama series (Ar. musalsalat); they portray an ensemble of characters of various Arab nationalities in a transnational narrative setting. By considering transnational television a factor that contributes to the cosmopolitan imagination, and given the argument that Gulf cities are replacing historical Arab capitals and becoming ‘new centers’ for Arab culture, education and business, we explore the manner in which cosmopolitanism is represented in transnational Arab drama content. We do this through a

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50

Putro, Agung Prayitno, Herman J. Waluyo, and Nugraheni Eko Wardhani. "Values of character education in the Opera Kecoa drama script by N. Riantiarno." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, no. 2 (2019): 146–53. http://dx.doi.org/10.30998/jh.v1i2.49.

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This study aims to describe the values of character education contained in a drama script. This research uses descriptive qualitative method with the subject of research is drama Opera Kecoa by N. Riantiarno. Data sources are obtained from places and events, informants, drama script, and documents. Data collection using document analysis techniques. As one form of literary work, Opera Kecoa drama script contains character education values. The values of character education in this drama script are shown through characterizations and the flow of events in each round. Based on the results of the

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