Artículos de revistas: "Drama in education"

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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 (December 2, 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 reflect social reality, promote viewers to find resonance, disseminate correct social values and concepts, and maximise the closeness to the truth are the ones worth savouring and promoting. As a masterpiece of family education drama, 'Little Happiness' has high artistic value as its content is close to reality, society and the public, thus resonating with the audience and becoming one of the popular dramas in 2019. This paper takes 'Little Happiness' TV drama as the research object, analyzes the plot and content of 'Little Happiness' from the perspective of 'authenticity', and points out the problems of insufficiently profound reflection of reality, homogenization of plot settings, and single type of character settings while affirming the high quality of TV drama, and then puts forward countermeasure suggestions for family education TV dramas in hopes of improving the quality of TV drama. And then put forward countermeasure suggestions for family education TV dramas, hoping to play a reference for the development of this kind of subject matter.

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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 (June 18, 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 precision MH workshop in English/Vietnamese/Korean was conducted with a convenience sample (n = 122). Pre-/post-tests on precision MH KAB (genetics and genetic testing, and MH and help-seeking) and a survey on K-dramas’ utility as an educational tool were administered. Findings revealed a significant difference in the pre- and post-test KAB scores overall, by genetics and genetic testing, and by MH and help-seeking. There were also significant increases in the overall post-test KAB scores by workshop (language) participation. Overall, participants responded positively on the utility of K-dramas as a precision MH educational tool. This study demonstrates the feasibility of K-drama as an innovative and widely available health education tool to educate communities about precision MH.

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3

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

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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 essential. It creates metaphors of our lives, which we lead through both cognitive and emotional domains. Art and creativity play an essential role in connections between the body, emotions, and the mind. Moreover, as we live in relationship to the rest of the world around us, our learning is embodied, our brain, emotions, and physiology are constantly connected. Thus, the article demonstrates that drama and performance are vital in teaching the whole child, whether taught as a discipline or used as a teaching tool. This means, the author claims, educators, neuropsychologists, and theatre and drama specialists have to have open minds and be willing to step out of comfort zones and together make a case for using theatre and drama methods as a way to improve human lives.

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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 (September 14, 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 implementation direction of the lack of implementation of aesthetic education in colleges and universities in western China.

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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 (February 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 (November 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 (June 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 (August 18, 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 teachers' understanding of drama education practices? The results suggest that drama teaching based on the SPM and ADM design principles promotes the adoption of drama teaching by student teachers and that the models also develop an understanding of drama teaching design. The results support the perspective that SPM and ADM work in drama education planning by enabling grouping, cohesion, and the adoption of the drama methods themselves Furthermore, the role of the teacher as a designer and sensitive facilitator of drama education is essential as it is important to maintain interaction and the power of presence.

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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 (November 1, 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 influences the actual drama practices in China. Consequently, a discussion of terminology is brought in, as well as an argument for the need to include drama as a discrete subject in schools, in addition to its function as a method for educational purposes. A process drama sample from the author’s drama praxis is included. The overall aim of the article is to contribute to an extended understanding of educational drama and theatre in a Chinese context and to gain new insights into possibilities and challenges for the future implementation of drama in education in China.

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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 (August 14, 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 category. 2) the lifestyle of teenagers who tend to watch Korean dramas gets a total percentage of 62.2% in the high category. 3) the relationship between watching Korean dramas and teenagers' lifestyles obtained a coefficient value of 0.688 with a positive relationship in the strong category between variable X and variable Y. 4) the positive impact of Korean culture is that it provides inspiration and motivation to study abroad, and other impacts is in the Korean education system which can be used as an example to improve the quality and quantity of education in the country. Negative impacts such as procrastination, namely delaying prayer times, neglect of parental duties, and the tendency to watch late at night can be signs of an obsessive tendency towards Korean drama content. Abstrak. Penelitian ini dilakukan kepada remaja berusia 12-22 tahun yang menyukai drama Korea dengan tujuan untuk mengetahui pengaruh menonton drama Korea terhadap gaya hidup remaja. Penelitian ini menggunakan pendekatan kuantitatif dengan metode survei yang termasuk ke dalam penelitian korelasi. Jenis pengambilan sampel menggunakan Nonprobability Samping dengan teknik Sampling Purposive karena adanya pertimbangan tertentu yaitu remaja berusia 12-22 tahun yang menyukai drama Korea. Hasil penelitian menunjukan 1) Intensitas remaja dalam menonton drama Korea memperoleh total persentase sebesar 57,09% dengan kategori cukup tinggi. 2) gaya hidup remaja yang kecenderungan menonton drama Korea memperoleh total persentase sebesar 62,2% dengan kategori tinggi. 3) hubungan antara menonton drama Korea terhadap gaya hidup remaja memperoleh nilai koefisien sebesar 0,688 dengan hubungan yang positif dengan kategori kuat antara variabel X dengan variabel Y. 4) dampak positif budaya Korea adalah memberi inspirasi dan motivasi untuk menempuh Pendidikan diluar negeri, dan dampak lainnya adalah dalam sistem Pendidikan di Korea yang bisa dijadikan contoh untuk meningkatkan kualitas dan kuantitas Pendidikan di dalam Negeri. Untuk dampak negatif seperti prokrastinasi yaitu menunda waktu shalat, melalaikan tugas dari orangtua, dan kecenderungan untuk menonton hingga larut malam bisa merupakan tanda adanya kecenderungan obsesif terhadap konten drama Korea tersebut.

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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 and development. The drama education for preschool children based on multimedia human-computer interaction technology not only expands new teaching methods for the traditional drama education model but also provides a good platform for teachers to choose teaching resources and injects new vitality into preschool children’s music education. This paper proposes the application of multimedia human-computer interaction technology in preschool children’s drama education. We analyze the current preschool children’s drama education curriculum reform that has limitations. The level of teachers’ drama education needs to be improved. Young children lack awareness of drama. Drama education for children lacks strong support from parents and other problems. In order to solve the above problems, we focus on voice interaction technology, image interaction technology, and somatosensory interaction technology in multimedia human-computer interaction technology, which establishes a set of teacher-multimedia-student three-dimensional crossover multidirection learning activity modes. In the multidirection learning mode, students can quickly develop their sense of rhythm. Teachers use image interaction technology to guide students to think about the relationship between content and form, so as to gradually form their own unique style of drama. At the same time, somatosensory interaction technology can cultivate teaching tasks seamlessly connected with the environment, so that students can follow the hologram through hands-on practice. Finally, this paper sets up a questionnaire on the experience of human-computer interaction mode in preschool children’s drama education, mainly to conduct a questionnaire survey on front-line drama teachers, aiming at preschool children’s drama learning activities and teachers’ teaching methods. In numerical experiments, we show teachers’ evaluation of the teaching effect of speech synthesis technology integrated into preschool children’s drama education and the classroom effect evaluation of speech synthesis technology integrated into preschool children’s drama education. The evaluation results show that the application effect of multimedia human-computer interaction technology in preschool children’s drama education is good, which can provide better services for preschool children’s drama education.

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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 personality, and added the positive impact of drama education on autistic children. Current research has found that drama education can improve students’ critical thinking, interpersonal communication, cooperative communication and other skills, while also connecting comprehensive subject knowledge. At the same time, the positive impact of drama education on autistic children is also one of the focuses of this paper. Combined with the literature and experiments, this paper also clearly states the healing and functional development of drama education for autistic children. The results suggest that drama education can improve creativity, communication and expression skills in children with autism. Drama education has a multidimensional positive impact on both autistic children and normal children.

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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 (March 26, 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, with the support of professional artists, built a temporary theater space. Each member of this collective made a personal journey. Here Helen Mills and Alan Anderson, in association with Julie Ward, cofounder and project producer at Jack Drum Arts, offer their personal testimonies from the project.

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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 (October 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 carried out in this study based on the semiotics, from the morphological characteristics of dance and costume. In addition, the author makes a comprehensive exploration of the integration of the external form, fabric, structure and pattern of costume and body language, tries to reveal the way of interaction between costume symbols and body symbols in dance drama, and summarises the artistic connotation of the integration of dance costumes and body language. Then, it provides ideas for the role creation and education of dance drama.

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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 (January 31, 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), Growing Drama, a new integrated paradigm, maintains that the drama education of young children drama follow their drama experience construction.

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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 to optimize the effectiveness of drama teaching. The purpose of this paper is to provide educators with a fresh perspective to better understand and utilize the potential of virtual simulation technology in drama teaching and learning.

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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 (December 30, 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 lexicon. The research was about social status, which triggers lexicon shifts in some characters in a Pakistani drama. People’s social mobility is one of the influencing factors determining people's change of language. People with good education, job opportunities and wealth influence low-income people to use standard language.

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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 (October 8, 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 also analyzes the script structure favored by local teachers and students from four stages: the beginning, the development, the climax and the ending, which will greatly help solve the problem of drama creation for primary and secondary school teachers and students, and improve their enthusiasm to implement DIE in English classroom.

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Avcı, Ayça. "Music Education With Educational Drama." International Journal of Progressive Education 16, no. 5 (October 9, 2020): 242–55. http://dx.doi.org/10.29329/ijpe.2020.277.15.

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

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

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Robinson, Daniel B., and Matthew Meyer. "Health education and interactive drama." Health Education Journal 71, no. 2 (June 10, 2011): 219–28. http://dx.doi.org/10.1177/0017896911398811.

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

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

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

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

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Thornton, L. "Use of drama in education." BMJ 312, no. 7030 (March 2, 1996): 581. http://dx.doi.org/10.1136/bmj.312.7030.581a.

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

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Thayyib, Magfirah, Wahibah Wahibah, Devi Ismayanti, and Andi Husni A. Zainuddin. "Virtual Drama in Literature Education." International Journal of Asian Education 6, no. 1 (March 14, 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 students viewed the virtual drama project as an engaging and effective learning tool, reporting improved language competence, pronunciation, confidence, and higher-order thinking skills. Additionally, 15% highlighted personal growth, citing increased self-confidence and creativity. However, 29% faced acting difficulties, struggling with emotional expression and performance adaptation in a virtual format. Technical barriers, such as poor internet connectivity (5%) and device limitations (2%), also hindered some students’ experiences. Despite these challenges, the study underscores virtual drama’s potential as an innovative pedagogical approach in literature education. Educators can enhance the effectiveness of virtual drama projects by integrating acting workshops, technological support, and stronger links to literary analysis. These findings contribute to the evolving landscape of digital literature education, offering insights for future curriculum design and pedagogical innovation in language learning.

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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 (August 30, 2015): 1929–37. http://dx.doi.org/10.15405/ejsbs.174.

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

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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 (July 15, 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 process under the light of the mentioned techniques for instance, improving solitary effort of drama teachers via actual insertion of the techniques (at least the first two, if not all) in their classes, and establishing an academic connection and fruitful cooperation between Art Education Department and Department of English Language in College of Basic Education in Sulaimani University, or their equivalences, as an innovative approach for drama teachers at university level.

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Wang, Yiou, Xiuqing Qiao, and Shusheng Ma. "The opportunities and challenges of drama in education in Chinese kindergartens." Applied Theatre Research 10, no. 2 (December 1, 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 interventions in the form of drama in education workshops in a Chinese kindergarten. By undertaking these workshops, observing workshop participants and interviewing teachers and children, we have found that drama in education supports children’s language learning and helps develop their individual self-awareness. In addition, it also provides multiple new methods of teaching and thus promotes teachers’ individual growth as professionals in the kindergarten classroom. In terms of kindergarten curriculum reform, this study aims to contribute to the current developments and debates about teaching, learning and overall education.

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Csík, Zsófia, and Júlia Eck. "Drama Games in Folk Dance Education." Tánc és Nevelés 3, no. 1 (April 10, 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 education, with suggested variations presented according to the six age groups defined for the 12 grades of public education in Hungary. This paper aims to raise awareness of the possibilities and usefulness of integrating drama activities into folk dance education.

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Quinones, Gloria, Avis Ridgway, and Liang Li. "Developing a drama pedagogy for toddler education." Journal of Early Childhood Research 17, no. 2 (January 14, 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 the neighbourhood space. A drama pedagogy has been conceptualised through three dimensions: a space that has dramatic qualities, interactions and narratives. These foster an inquiry stance in toddlers. It is argued that drama pedagogy is an intentional pedagogical approach to engage toddlers in the neighbourhood space. This article gives focus to an educator who embraces a dramatic conversation style we call dialogue commentary.

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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 (June 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 dramatic techniques, such as ‘Teacher in Role’ and ‘Mantle of the Expert’, to help students inhabit dramatic contexts and learn through the direct imagined experience of a particular place, time or problem to be solved. These techniques have much to offer language teaching, particularly when communication is the main goal. Placing students in dramatic contexts is claimed to enhance motivation and engagement and lead to more truly authentic communication than is often found in language classrooms. Using a framework based on Heathcote’s techniques, and those developed by other process drama educators, language teachers can begin to explore the many benefits drama can offer language learners.

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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 (December 1, 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 translations of each term. Findings confirmed that the same Chinese expressions had been used for completely different drama-related terms, while applied theatre-related terms may be misleading as the translation may refer to theatre architectures. Elaborating on the understanding of drama and theatre in China and the new drama praxis, the Drama Etudes, this study discusses what the term ‘drama education’ may refer to in the Chinese context. The overall aim of this study is to contribute to an extended understanding of drama education and its relevant praxis in a global context.

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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, who tend to agree that Way’s approach is the most humane and effective method of introducing students to the often unexpected demands of the drama class will find echoes of themselves here. There are improvisational exercises based on Spolin’s Who, What, Why, Where tactics.

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Gulzira, Madaminova. "INTEGRATING EDUCATIONAL DRAMA IN TEACHING EFL." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 04, no. 01 (January 1, 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 teaching through drama creates intrinsic motivation (internal motivation) for students to learn the language. In drama classes, students learn to work with other students in collaboration, increase self-confidence, and begin to think critically listening to each other. Most importantly it enhances students’ cultural understanding of the target language. In the article the implementation of the drama approach in secondary school EFL classroom in Uzbekistan will be described together with investigation and survey results. Theoretical value of the research will be provided supported by opinions of scholars of the field. Types of Educational drama, organizing drama lessons, managing the classroom and other peculiarities of drama approach will be explained.

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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 for children and youth is theatre art non-formal education, which finds its theoretical methodological base in drama pedagogy. School drama clubs, optional course of public speech, drama studio etc. have a significant role and contribute to the promotion of students’ personality development and socialisation. The aim of this article is to give a theoretical justification of the youth theatre art non-formal education in the context of drama pedagogy historical development. The approaches, principles, new methods of drama pedagogy were and are currently used by teachers-practitioners in many countries not only in the drama non-formal education but also throughout formal education – by including drama elements as learning techniques and methods across different subjects, thus making the drama pedagogy universal, constantly present everywhere and at all times.

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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 classroom, to make it fun, to stimulate the potential of the classroom, and to improve the efficiency of the classroom for the students. Drama in Education breaks the traditional classroom model and makes the classroom content more colorful. However, the development of Drama in Education continues to progress slowly and steadily against all odds. Advancing Drama in Education on the Road to Transforming the Ethics and Rule of Law Classes, teachers in primary and secondary schools, as well as those responsible for leading relevant departments, have a long way to go. It is indisputable that Drama in Education plays an integral role in the Ethics and Rule of Law classroom for elementary and middle school students. It believes that even without a very strong foundation, China's educational theater will thrive in the future.

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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 (July 12, 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 assignment for this subject is a collaborative drama project in the English language. The article summarises the benefits of using collaborative drama activities to enhance the participants’ English language skills and offers recommendations for the implementation of similar projects for other language instructors. Further, the challenges of organizing collaborative English language drama projects at the college will be outlined. As the final elucidation of this article, the participants’ experiences during the collaborative drama project were analysed briefly through an interview as feedback on the research. Their self-perceived learning through collaborative drama is also highlighted. Keywords: collaborative drama project, English language learning, undergraduate students

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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 (June 8, 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 students&rsquo; English competency is enhanced through the drama course. The enquiry revealed that the drama course had helped promote both students&rsquo; language competency and drama acting capacity. These findings will be discussed with suggestions for making setting up drama courses in other schools and cities in China possible.

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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 taste and become a business card of the city. Therefore, we will sort out the relevant materials of international urban development and theatrical culture construction, analyze the successful cases of the construction of international advanced urban drama culture, and thus put forward countermeasures and suggestions.

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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 (October 22, 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 case study of ‘04’ (Zero Four), a pan-Arab drama series that tells the story of four young expatriates of four Arab nationalities, experiencing their personal, professional and private lives in modern-day Dubai. We find that the boundaries of the cosmopolitan imagined community encompass the Arab world, resulting in a cosmopolitan imaginary that seems to favor Arabs over non-Arabs.

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Fei An and Syarul Azlina Sikandar. "Contemporary Children’s Drama: A Meta-analytic Review of Integration and Innovation Through Intercultural Communication." Review of Communication Research 13 (March 12, 2025): 127–38. https://doi.org/10.52152/rcr.v13.10.

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Children’s drama has evolved from being a form of entertainment to a powerful tool for education, particularly in fostering cultural awareness and tolerance. This meta-analytic review explores the significance of intercultural communication and new trends in storytelling in contemporary children’s drama, focusing on their impact on children’s cultural understanding, interests, and educational outcomes. The study investigates how incorporating multicultural narratives, diverse characters, and the use of other languages within plays influences young viewers’ attitudes towards cultural diversity. Findings indicate that enhanced storytelling approaches, including interactive media and technological innovations, engage children more effectively, providing immersive experiences that encourage participation and cultural assimilation. However, challenges such as the digital divide may limit access for children from less privileged backgrounds, potentially hindering widespread adoption. Moreover, the research highlights the educational benefits of multicultural stories in children’s drama. Popular shows with ethnic content not only captivate young audiences but also promote cultural tolerance. Subgroup analysis reveals that these dramas are generally more impactful in Western contexts compared to non-Western ones, suggesting regional differences in reception. In conclusion, the review underscores the potential of modern children’s drama to cultivate cultural sensitivity and socially responsible attitudes among the youth. By integrating intercultural elements and innovative storytelling techniques, children’s drama can serve as a valuable medium for education in the 21st century.

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