Abstract
This essay will describe and discuss key ideas, trends and practices of citizenship and drama education in China. It will begin with a broad and brief reference to globalization as a means of explaining societal and education changes in China. The significance of citizenship education and drama education will be discussed in relation to how they exist in Chinese schools and in contexts beyond schools. Examples will be provided to demonstrate the challenges facing drama and citizenship teachers in China, either when working in their individual subject areas or attempting to find ways of working together. 
 There begin with the landmark policies and important events in the field of drama and citizenship education in latest years, and describes the promising future for the progress of Chinese drama education from the perspective of increasing number of teachers.
 There will be references to other important drama theorists who have proved to be influential in China, particularly in the context of Drama and Citizenship education. In particular, the experiential reading project “Hunter Guolie” will be used to illuminate issues about the relationship between drama and citizenship education in China's primary schools.
Highlights
This essay will describe and discuss key ideas, trends and practices of citizenship and drama education in China
We can see the positive impact of policies on drama and citizenship education in recent years, but many shortcomings remain in terms of implementation
The concept of citizenship education has gradually been clarified and given emphasis in contemporary China, but it is still common for schools to replace citizenship education with moral education
Summary
The development of drama education has taken a big step forward in China. Comparing with Hong Kong and Taiwan, drama education has been introduced and applied in diversity platform at least the 1990s, the development of People’s Republic of China is rapidly growing and remarkable. This project was part of the MoU on aesthetic education reforms in schools between the Ministry of Education and Shanghai, which was one of the first cities to sign the MoU. This project gave me a better understanding of Chinese citizenship and drama education. Most of my experiences focus on Shanghai, but developments in Beijing and Hong Kong will be discussed
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