A Case Study of the Four Stories Dramatization, Illustrating the Curriculum Design in Junior High School Performing Arts Course

• Main Authors: HUANG,JO-YIN, 黃若茵
• Other Authors: CHANG,LIEN-CHIANG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/2n97wa

碩士 === 國立臺灣藝術大學 === 表演藝術教學碩士學位班 === 105 === The ancient tragedian dramatized the story of Homer’s epic into a dramatic program, as recorded in Aristotle’s Poetics. In this same fashion, through creative drama, a director can dramatize this story through the same scenes and dialog. This research examines the pedagogical strategy of employing creative drama in the classroom, where students are exposed to a dramatic story in hopes that it improves their learning motivation in the performing arts course. The subject of this research is an investigation of 32 eighth-grade students in the Hsinchu County Er Chong junior high School. Tragedian dramatized the story and improvisation, one student starts with a story, while other students improvise. During this exercise, students constantly interact through role-play dialogue with their peers, enhancing their ability to act creatively. The stories used for the dramas include existing literature, history, legends, and other stories. The teacher leads the students and facilitates discussion, role-play, constructions, exercises, and feedback in useful ways. This helps to further inspire students’ imagination, logic, and organizational understanding. Through the course of ten classes, this case study discusses students’ learning progress and environment while acting, along with their reactions, discussion, and analysis. The findings of the studies are as follows: 1.The story dramatization can effectively improve students’ interest in performance arts. 2.The story dramatization can effectively enhance the students’ creativity and expression ability. 3.By using the method of story dramatization , students better understand story content, reduce anxiety during recitation and reduce the fear of the stage, get students to put themselves into the story, while learning to enjoy performing and appreciate the beauty of the art form. 4.This approach is found to be an effective pedagogical tool in classroom teaching.