| Summary: | 碩士 === 國立臺南大學 === 戲劇創作與應用學系碩士班 === 100 === This research adopted the methodology of narrative inquiry, which aimed to
investigate the process of teaching and learning in the integration of drama and
wordless picture books for Grade Two elementary school students. It examined, too,
the process of students’ creating stories through drama, the researcher’s teaching
experience, as well as the researcher’s reflective conversations with the observers and
the professional drama educators. The research findings are as follows:
1. Course design
The integration of drama and wordless picture books teaching enables students to
explore stories with greater flexibility and wider perspective. The teaching framework
allows the researcher and her students to warm up, watch story pictures, predict story
motives, explore picture narratives, create and present stories, have discussions on
stories associated with pictures, reflect on stories in terms of drawing and writing, and
talk about what happened in class, etc. The researcher, therefore, recommends
choosing wordless picture books with basic narrative structures which can be
interpreted at will, in designing the courses.
2. Students’ experiences
The students narrated the story in a multifaceted way using the forms of oral
presentation, performing, writing, drawing and group discussion in which they were
being able to learn how to work and cooperate as a team and to exchange experiences,
ideas and dialogues with their peers; in the end, they would perceive that stories were
free to interpret as time rolled on.
3. Teaching reflections
The researcher reflected that the forms and principles of drama conventions
should be operated with a consistent conceptual framework, while applied with
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flexibility so as to cater for the students’ needs and know their opinions and feedback
in the dynamic process of teaching, which, thereafter, were used in the subsequent
lesson designs.
4. A narrative of teaching
Composed of both reflections and actions was the study in which experiences,
dialogues, viewpoints, stories and reflections were recursively interwoven, making the
researcher’s teaching a dynamic and organic inquiry.
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