A Study of Teaching Effect on the Application of Image Theatre in Preforming Arts Course Integrated into the Issue of Indigenous Education: Taking a Sixth Grade in Taitung County for Example

• Main Authors: WU,HUI-LI, 吳慧麗
• Other Authors: LI,CHUI-CHANG
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/44k84a

碩士 === 國立臺灣藝術大學 === 表演藝術教學碩士學位班 === 106 === The study aims to examine the feasibility of using image theatre as a pedagogical method in indigenous education in elementary school, exploring whether incorporating the method in teaching plans could increase indigenous students’ understanding of their own culture and, in turn, develop their ethnic identity. The author of the study is an Amis, one of Taiwan’s indigenous peoples, and teaches in Taitung City at an elementary school where about 80% of the students are aboriginal. From teaching the students it was discovered that they had little knowledge about their own culture. Influenced by TV and other media, the students were deeply attracted to pop culture from South Korea and the West; they had no interest in their own culture, nor did they attach any importance to it. It was hoped that integrating theatre into teaching strategies could motivate the students to learn about indigenous peoples and grew interested in the topic, and that the theatrical experience would stimulate them to think about issues relevant to them and increase their ethnic identity. The research took a case-study approach, with 16 six-graders in the author's class as research subjects. Performance art lesson plans that incorporated indigenous issues were designed for and used in eight class sessions. Observation were made and records kept about whether and how the eight-graders increased their ethnic identity after image theatre was used in teaching strategies to include indigenous education in the learning field of arts and cultures. The researcher triangulated various data including student worksheets, questionnaires, interviews, the teacher’s log, and audio-visual recordings of the class sessions and also talked with observing teachers and experts to analyze teaching goals and effectiveness. It has been concluded that image theatre as a pedagogical approach to incorporating indigenous education in performance art classes improved several constructs of the students’ ethnic identity: awareness, self-identification, attitude, behavior, and sense of belong. Ethnic identity was established since the approach effectively increased the students’ understanding of indigenous culture and stimulated them to think about issues relevant to themselves.