| Summary: | 碩士 === 臺東師範學院 === 兒童文學研究所 === 88 === Abstract
The topic of the thesis is “Applied Creative Children Drama in Teaching Elementary School.” The main research defines the differences of children drama, children theatre and creative children drama. According to the references, one gives a formal name in creative children drama.
The thesis is divided into five chapters.
The first chapter describes the motives, methods and steps of the research, the discussions of the references and the purposes and limitations of the research. In two, three and four of the following chapters, the researchers gradually reduce the range to discuss the classification of children drama and then analyze the differences between children theatre and children drama. The chapter four mainly proofs the applied processes and research results of educative creative children drama and creative children drama in teaching elementary school.
The chapter five is results and suggestions. According to different performances in children drama, the researchers conclude several points. Children theatre expresses a form of formal performance. Creative children drama expresses a form of teaching procession. Children talking drama expresses a form of conversation between actors. Children dancing drama expresses a form of combining conversation, music, singing and dance. Children opera expresses a form of combining music and singing. Children dancing drama expresses a form of combining music and dance. Children pantomime expresses a form of body languages accompanied by music. For children false mask, actors wear mask to perform by means of poem, music and dance. For children puppet, it expresses a form that people control medium, puppet. Briefly, creative children drama and children theatres are a part of children drama.
Constructive principle is applied in creative children drama activities. When children proceed creative children drama activities, their potential knowledge comes from stimulation of a stage. Children and actors have better interaction stimulating themselves in recognition and reorganization of various conceptions so that they are able to obtain study effects. The whole process corresponds to the teaching spirit of constructive principle.
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