A Study on a Stationary Artist in the Deep-funded Plans for the Performance of Creative Drama Curriculum: Taking Fuxing Primary School in Keelung City for an Example

• Main Authors: SHIH,MING-YU, 石明玉
• Other Authors: CHANG,HSIAO-HUA
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/gyyp4p

碩士 === 國立臺灣藝術大學 === 表演藝術教學碩士學位班 === 107 === Artistic deep planning and creative drama courses and implementation: A Case Study of an Artist in Residence: Example of Keelung City Fuxing Elementary School. Section Ⅰ Study Motivation and Background 1. The difficulty of teacher training in performing arts in the 9 years of art courses in the field continuing courses: 2. Insufficient teachers of performing arts and supporting measures derived from the plight of teaching practice: 3. Reflections of the resident artists and performing arts teachers who are research artists as artistic cultural plans: The significance of this research is that the three parties work together: the central level, the school level, and the professional level. The performing arts curriculum will be used to develop the core literacy department. Emphasis will be placed on cultivating “people” as “lifelong learners,” including “autonomous cases” and “communicative interactions.” This was achieved when the "three main aspects of social participation" were oriented to the curriculum. Section II research purposes and objectives I. Research purposes: The five specific aims of this study are as follows: 1. Through creative drama guidance, to rehearse and create a performance, achieve goals together to complete performances and learn teamwork. 2. To enhance expression through performances, develop a positive and problem-solving attitude. 3. Through professional division of labor and group rehearsals, understand the rehearsal process and develop leadership skills. 4.The research-related practices and plans of this study can provide a reference for the artist of the future, "the duality of creative drama", between the game and the professional theater performance - the presentation of a brief scene of creative drama. Section III Research Methods and Procedures 1. Research methods and design (1) case study: The practical aspects of the collection of teaching site materials, the use of observation, questionnaire survey and interview methods; in the analysis of data, the content analysis method to analyze the student's learning files and the teacher's research log to understand the students' learning situation and the curriculum design and implementation process of the study, and the use of interview methods, observation methods, photographs, video tapes, etc. to do a triangular correction check. Section IV Discussion and Results This study explores the effectiveness of the teaching and performance of Fuxing Junior Creative Drama Curriculum through the implementation of curriculum, results of performances, interviews, feedback from participants, and insights. Conclusion in the Ⅴ section: The results of the study on the creative drama of the Fuxing. The contents of the curriculum have reached the research results of the goal of letting Fuxing students experience the teaching goals of creative drama: (1) Seed teacher training courses: The revitalized primary school teacher group participated enthusiastically and invested in, and also prepared seed teachers for the subsequent creative drama courses. (2) The content of the course is in line with the spirit of the deep cultural and artistic plan: The resident artists of the Artistic Deep-Planting Program are stationed on the campus and work together with the performing arts teachers in the school's preparation to help teachers at the school participate in the arts classes with the teacher of table arts. 3.The effectiveness of the rehabilitation drama curriculum The school principal pays attention to the school's resources on the administrative level. The Fuxing Elementary and Junior Researchers cooperate with each other so that the teaching objectives for which the research results are desired are achieved successfully. (1) The effectiveness of the implementation of the executive level has been affirmed by teachers: (2) Good teacher professional growth. (3) The professional growth of the students - The researchers summed up and summarized the learning outcomes of the student's learning sheet and feedback sheet, including seven major project progresses. (4) The implementation and performance of the creative drama curriculum for the artists of the revitalizing country’s small resident artists has a pioneering significance for the artistic and cultural ploughing program: 1. The creative drama curriculum teaching mode can provide reference for each school. 2.Through creative drama teaching, there are systematic, inspiring, professional, teaching modules, theoretical framework, and precise practical exercises. It can provide reference for schools interested in applying for arts and humanities deep-funded plans.