Practicing “Cooling Conflict” Plan in the Performance Art Class of Junior High School－Focusing on Conflict and Bullying in schools

• Main Authors: Yi-tang Shen, 沈邑蓎
• Other Authors: Mei-Chun Lin
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/35907636267373092171

碩士 === 國立臺南大學 === 戲劇創作與應用學系碩士班 === 97 === The research implemented the “Cooling Conflict” action plan on the performance arts courses. The plan applied drama strategies and peer teaching to the issue of bullying and conflict in schools. Moreover the students would learn more about conflict management and reduce the ability of bullying. The purpose of the research was to explore three stages of the teaching process and the strategies applied to teaching. The research used action research on two classes of 9th graders in the junior high school. The duration was sixteen weeks and twice a week, forty-five minutes each time. The researcher analyzed the data from the observations, reflection journals, homework, feedback of students and teachers and other documents. As the research found, students gained useful knowledge in “Learning about drama”, “Learning the issue of conflict and bullying through drama” and “Learning about yourself through drama”. According to the results, the suggestions are as follows: First, the correct definition of bullying and conflict is necessary before the plan of “Cooling Conflict” and the issues of “Peer Teaching” should be chosen carefully. In order to reduce the difficulty of the play, the limitation of the script on schooling conflict is recommended. Second, using strategy of “discover the truth of fact” in scripting process could arise the conflict. Third, the elements of drama should be brought into the plays to fulfill the idea of "learning by playing" in rehearsal stage. The teacher can use questions to expand student’s life experience and integrate drama techniques into the plays in this stage. Finally, the difference between imagination and fact could be used in the “Peer Teaching” to enhance the tension of the play. Meanwhile, sufficient time for discussion is important for students after the play. In additional, the teacher couhld use drama techniques in the “Cooling Conflict” to lead students to explore the issues.