Drama Education Research Articles

Special Education for Developmentally Disordered Children

Recently, many new methods have been proposed, analyzed, and tested for special education. This article selected and summarized some journals on this topic to provide a general view. This article summarizes the recent studies on developmental disorders in children and their causes and primary education accessible to these special children, including educational drama based on illustration books, Ceritasosial, music, Lego play and drawing. In this article, the former researchers experiments and their results are summarized to provide a more comprehensive view of the newly developed interventions in special education. Children in these experiments are selected based on the fact that they are already officially diagnosed. The article aims to show the importance and effectiveness of education for unique childrens recovery and psychological development and their current educational condition. The article also provides an overview of the innovative methods used in special education and their effectiveness. All the data used in the article comes from previous studies on related research topics and fields.

A method for developing social information processing and creative thinking in inclusive pre-school classrooms drama

ABSTRACT Children’s creative thinking skills and social information processing processes need to be supported starting from the pre-school period in inclusive pre-school classrooms. One of the interesting and child-centred effective methods that supports these skills is drama. In the study, it was aimed to examine the effect of drama on social information processing and creativity and the relationship between the change that drama caused on social information processing and creativity. The study was designed with an experimental design, one of the quantitative research designs. The study group was determined by criterion sampling, one of the purposive sampling methods, and consists of 32 children. Personal Information Form, The Social Information Processing Interview – Preschool Version and The Test for Creative Thinking – Drawing Production were used as data collection tools. In the study, Drama Education consisting of 8 weeks and 16 sessions was applied to the experimental group. No intervention was made in the control group. The change that occurred in Social Information Processing and Creative Thinking after drama education has been an effective method in developing them. The relationship between Social Information Processing and Creative Thinking before and after education shows that the development of these processes is interrelated.

Perezhivanie: An investigation into drama and emotions as children enter a conceptual Playworld

A growing number of studies have investigated play in early childhood education, with some bringing forward the development of emotions in imaginary play situations. Of significance, is the creative pedagogy of play developed by Lindqvist (1995) who drew on a cultural-historical concept of play to bring forward emotions in Playworld. This paper investigates how children experience different perezhivanie within the Playworld settings in Indonesia. The cultural-historical concept of play, perezhivanie, and the social situation of development are used to understand how a 4-year-old boy experienced contradictions during collective imaginary play. Eight hours of digital-visual observation data selected from 98 h of group-play activities were used to show how nine teachers interacted with 38 children during the play (3.5 to 5 years old, mean age 4.4 years). The findings show how the cultural device used in the Playworld provides rich opportunities and conditions for children to experience different emotions in play, and where a dynamic perezhivanie emerges through the contributions of the play partners to the play that results in development of emotional regulation. By drawing attention to children's perezhivanie, Playworld can be seen as a promising play pedagogy that offers rich social interactions in play that support children's development.

Retracted: Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education

Retracted: Application of Multimedia Human-Computer Interaction Technology in Preschool Children Drama Education

FOSTERING CREATIVE THINKING THROUGH DRAMA EDUCATION: TEACHER PERSPECTIVES

Researchers have long recognized the significance of creative thinking in equipping students with the necessary skills for success in the contemporary world. However, the current approach to teaching drama in Sri Lanka has been deemed obsolete, failing to adequately prepare students to thrive in the globalized era. In response to this concern, a non-randomized control group study was undertaken to investigate the impact of process drama techniques on creativity within secondary school settings. Notably, two teachers from the intervention group were actively engaged in the study and later interviewed to gain deeper insights into their perceptions of employing process drama techniques instead of conventional methods. This article delves into the myriad ways in which drama teachers' pedagogical strategies can effectively enhance creative thinking in their students. Moreover, the study's results offer valuable implications for developing targeted professional learning opportunities for teachers, aiming to foster a comprehensive understanding of creativity and its practical application within the classroom environment. By embracing innovative and experiential approaches like process drama techniques, educators can empower their students to cultivate imaginative thinking, problem-solving abilities, and adaptability - essential skills for navigating the complexities of the modern world.

Decolonising access for Performing Arts Training at Makerere University: The Legacy of Rose Mbowa

ABSTRACT Access and relevance have been central in the pursuit of a university education responsive to the development agenda of post-colonial Uganda. In Makerere University, the drive involved critical engagement with hegemonic constraints predicated by an interplay of historical drivers, many of them rooted in colonialism. This paper explores initiatives in Uganda and Africa towards the decolonisation of universities in Africa to centre the African/indigenous context and epistemic bases, enable access to education, provide curriculum responsiveness and ensure pedagogical relevance as imperatives in decolonisation and national (re)construction. Performing arts education was faced with limitations specific to its context of limited academic value owing to a hegemonic hierarchization that devalued scholarship and practice informed by indigenous epistemic bases and cultural practice. This article uses reports, interviews and archival materials to explore the role of Rose Mbowa, a drama teacher and practitioner at Makerere University, in decolonising the matriculation window to increase access for Performing Arts training and enabling university-community collaborative pedagogical contexts to empower learners and the community.

Children of Drama: An Arts-Based Educational Action Research Project Applied to a Group of In-Service Educators

Children of Drama is an arts-based educational action research project with five drama pedagogy actions, launched in 2019 at the University of Gävle, Sweden. It aimed to explore drama pedagogy’s personal and professional impacts on a group of in-service educators using Winnicott’s potential space theory. The results revealed that participants enriched their teaching method toolbox with drama pedagogical techniques and theories, fostering self-exploration and motivation to use drama in the classroom. Notably, the qualities of the drama pedagogical instructor and environment enhanced safety, inspiration, and engagement. This study contributes to research in drama pedagogy and educators’ arts-based professional development.

Games as Socio-Technical Systems

In the search for a comprehensive framework to structure and instrumentalize a Pedagogy of Play, the present article explores the ludic phenomena from an interdisciplinary perspective, integrating relevant knowledge from multiple sources and complementary epistemologies. As a result, a socio-technical framework of play and games is built, described and exemplified across different cases, over a continuous territory that performs in terms of multiple scales and complexities. The overall intention is not to normalize games, but to integrate more and diverse playful interactions within our everyday lives; not only within basic education but across academic and professional life: an exertion driven by a genuine search to learn from each other and supported by a versatile set of tools. By approaching games as the tangible materialization of play, therefore delegating the material embodiment of whatever comes out of our creativity, to an active learning practice inspired by our curiosity, and that of whom we collaborate with. To conclude, the article discusses and reflects upon the political and aesthetic implications of the presented framework, highlighting the importance of attitudes and narratives that complement conventional study programs by suggesting new ways to approach pre-identified, yet open spaces.

Functional Sites of “Sites of Memory” in Hungarian-Chinese Bilingual School in Budapest

Various aspects of the culture and educational practices of the bilingual school in Budapest’s 15th district, including educational materials, educational drama, and educational rituals, among others, reflect the functional sites of Pierre Nora’s memory sites. These sites are crucial in shaping students’ cultural identities and connecting them to their heritage. By incorporating sites of memory into their school life can help students understand and identify their cultural roots, develop a sense of belonging, and acquire the linguistic and cultural competencies needed for cross-cultural communication. In this paper, based on related memory theories, I explore the definition of functional sites in the sites of memory in schools. Combining the fieldwork in Hungarian-Chinese Bilingual School, it is believed that there are many functional sites of the sites of memory in the bilingual school. The representative functional sites are educational textbooks, dramas, and rituals. This article studies the three main functional sites of memory. It examines how these sites are used in bilingual schools to enhance cultural understanding, promote linguistic and cultural competence, and foster a sense of belonging among students. We will also discuss how these functional sites of memory sites reconstruct or reinterpret Chinese cultural memory.

Inclusive Play: Defining Elements of Playful Teaching and Learning in Culturally and Linguistically Diverse ECEC

Inclusive values are integral to early childhood education and care (ECEC) policies, promoting equal participation opportunities and individual support for all children. Play serves as a method for meaningful engagement, mutual cultural knowledge creation, and learning within ECEC. Pedagogical play entails teachers’ observation, interaction, support, and guidance. This study investigates practical elements and methods employed by teaching staff and experienced by children during playful activities. Conducted as a case study in two culturally diverse ECEC centers during spring 2023, data collection involved video-recorded monitoring of children’s daily activities in five groups. Video data were transcribed and analyzed using content analysis tools to identify categories of inclusive play. Findings are presented as narratives to honor children’s experiences. The study identifies five elements of inclusive play: teachers’ active participation and presence, balanced repetition with flexible plans and adaptive goals, playful language fostering joy in play, non-verbal and kinesthetic communication with enabling tools, and emerging play marked by interaction and lasting intensity. These elements reveal opportunities and challenges for children’s inclusion and learning approaches, informing recommendations for promoting inclusive play in ECEC. Inclusive play emphasizes diverse strategies accommodating differences in learning styles and modes of knowledge expression among teaching staff and children.

Exploration of Drama Education in the Practice of Aesthetic Education in Chinese Universities

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.

Drama/Theatre Performance in Education through the Use of Digital Technologies for Enhancing Students’ Sustainability Awareness: A Literature Review

The use of digital technologies in drama performances in education that address the sustainability issues that plague today’s world is highly acknowledged globally by the scientific community since digital technologies offer a variety of ways to provide students with an interactive and engaging learning experience. This article aims to present a literature review on drama/theatre performance in educational environments by applying digital technologies to increase students’ sustainability awareness. More specifically, this article presents a state-of-the-art study on the recent developments concerning digital drama performance and explores how the cultivation of sustainability consciousness by students in all educational contexts can be achieved. Additionally, it provides valuable insights into how combining digital drama performances and sustainability issues could improve crucial 21st-century skills for students at all levels of education. The dataset was collected using the Web of Science, Scopus, and Google Scholar databases. This review is mainly interested in identifying the research gaps since the current literature focuses primarily on digital technologies in drama/theatre education. However, developing the sustainability awareness of students by performing digital drama seems to be under researched. The results of this study directly impact a wide range of educational experts, such as drama teachers, drama faculty members, drama education researchers, scholars, and theatre practitioners, including art critics, culture specialists, stage designers, drama directors, managers, consultants, and policymakers, to influence them to reflect and reconsider the potential benefits of introducing drama/theatre performance lessons in the official curriculum programs to motivate students to become aware of critical sustainable issues.

Performing—Feeling, Auto-Transformation, and Expression: Tang Shu-wing and His Theatre Studio in Hong Kong

This article presents the multifaceted persona of Tang Shu-wing, an acclaimed director, actor, and drama teacher, and examines his profound connections with the Polish theater tradition, particularly Jerzy Grotowski. The text also discusses Tang Shu-wing’s Shakespearean productions staged in Warsaw and Gdańsk. Marzenna Wiśniewska’s introduction contextualizes the appendix, which contains the edited transcript of a lecture delivered by Tang Shu-wing during the international online conference Contemporary Acting Techniques in Eurasian Theatre, Performance and Audiovisual Art: Intercultural and Intermedia Perspective (2021). In this lecture, the director characterizes the main ideas underlying his actor training and work on performances at the Tang Shu-wing Theatre Studio in Hong Kong. An essential part of the presentation is the characterization of Tang Shu-wing’s philosophy of art, including the four stages of an artist’s development and the methodology of authorial performance grounded in pre-verbal expression and body-based minimalist aesthetics.

연극 교육을 통한 학교 특성화 교육과정 공유방안 연구 - K 초등학교 사례 연구를 통하여 -

연극 교육을 통한 학교 특성화 교육과정 공유방안 연구 - K 초등학교 사례 연구를 통하여 -

A A Study on the Character Building and Messages of “Lady Windermere’s Fan” Drama by Oscar Wilde

This paper figures out the characters and the messages or moral values of a play namely Lady Widermere’s Fan. The drama was designed based on Heathcote’s (1984) understanding of drama in education in order to cultivate creative pedagogy and ‘character’ building. The data was gained by reading the drama script based on existing documents. The result showed that every character has various characters and each of them is related to others. The main character has fundamentally strengthened the plot and has important effects to other characters. The moral values that can be seen from this play are that all humankind is far from the word “perfect” even if they are consider themselves as good, kind, and wise people. They still tend to have shortage.

교육과정안에서 탐색하는 교육연극의 방향성 고찰

교육과정안에서 탐색하는 교육연극의 방향성 고찰

‘Page, stage, engage’: a case study activating citizenship and drama education in China

ABSTRACT The aim of this essay is to consider some of the issues and possibilities presented by recent developments in citizenship education and drama education in China. It is written from the personal perspective of a drama practitioner whose professional life has given her first-hand experience of those developments. This essay reflected the literary legacy as explored through drama pedagogy. Using the ‘Rolling Role’ Learning Model invented by UK drama educator, Dorothy Heathcote, applied in the educational contexts, I will contextualise my approach to interdisciplinary education relevant to citizenship and drama education.

Exploring the Contribution of the Steps of Progress (SPM) and Arc of Drama (ADM) Models in Developing Student Teachers' Adoption of Drama Education

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.

The integration of traditional culture and educational drama for young children based on the AdaBoost model

Abstract However, the integration of traditional culture and modern children’s theater education is not smooth in digitalizing big data information. Take shadow puppet theater. Its traditional culture is no longer as brilliant as yesterday due to the problems of not easy preservation and disconnected content. This paper focuses on integrating traditional culture and educational drama for young children based on the AdaBoost model. Firstly, we understand the principle, concept, and algorithm of the AdaBoost model by finding literature, constructing the AdaBoost-BPN prediction model and AdaBoost-WBLS model, and adopting ordinary BPN weak predictor, AdaBoost-BPN The AdaBoost-BPN prediction model and the AdaBoost-BPN prediction model with “weekend factor” were used to predict the traditional culture and educational drama of young children, and the prediction error evaluated the prediction results. Has higher integration training efficiency. In the integration weight update, different regularization update methods are used for different data categories to retain the features of the data and increase the inter-class distinction. WBLS is used as the base classifier and the optimization method of embedding WBLS in the AdaBoost framework to improve the performance of the integration of early childhood traditional text and educational drama. The results show that the AdaBoost-WBLS model has significantly improved G-mean on dichotomous and multiclassified datasets compared with similar models, with higher accuracy and better ability to handle unbalanced data. This study is conducive to planning the design of the teaching process according to the characteristics of the integration and change of traditional culture and educational drama for young children, and the combination of traditional culture represented by shadow puppet theater and children’s drama education is of great significance and value in guiding young children to establish the correct three views, stimulating their imagination and creativity, and promoting the development of their aesthetic education.

Agentic playful pre-service teachers: positionings from teacher-initiated playful teacher to community-shared playful teacher

Play and playfulness are understood as basic and vital elements of early childhood education (ECE), and together with playful pedagogies, they perform a central role in Finnish ECE. In multidisciplinary research, children’s learning is generally understood through the inquiring process of play. However, playfulness, as opposed to play, has received relatively little scholarly attention, and educators’ use of playfulness has received even less. Playfulness is a vital part of life for both adults and children. At the same time, teachers’ behavior can influence the playfulness of a child; moreover, teachers’ own playfulness is critical for establishing warm and secure relationships with children. As such, the aim of this research was to explore pre-service teachers’ (PsTs’) understanding of agentic playfulness, particularly in the ECE context. Study participants included 159 PsTs; study data were gathered from PsTs’ written reflections regarding the use of playfulness in their future work. The results of qualitative analyses showed that the PsTs’ agentic playfulness mirrored a relational and tensious space consisting of three domains: teacher-initiated agentic playfulness, child-centered agentic playfulness, and community-shared agentic playfulness. Each domain revealed dimensions of the nature of PsTs’ orientation of their agentic playfulness. The results are discussed in relation to pedagogization of play, relational pedagogy community of learners, and teacher education supporting and developing future ECE teachers’ agentic playfulness.