A Study on the Establishment of Student’s Self-Concept by the Playmaking Approaches of Creative Drama: Taking the Elementary School of a Six-Grades Theatrical Production “ I’m Very Special” for Example

• Main Authors: CHEN, BO-JUNG, 陳柏榮
• Other Authors: CHI, CHIA-LIN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/44258b

碩士 === 國立臺灣藝術大學 === 表演藝術教學碩士學位班 === 107 === The purpose of this study is to explore the effectiveness of Playmaking Approaches of Creative Drama in the establishment of Self-Concept for Sixth-Graders. The Pre-Experimental design method of this study allowed a class of twenty-four students from Banqiao District of New Taipei City to conduct a seventeen-week course with a total of fourty-four times Creative Drama applied to the “I’m Very Special” creation of Performance curriculum. Compare the differences in Self-Concept scores before and after the course implementation, supplemented by “I’m Very Special” Post-Performance feedback form and qualitative “Student Activity Observations and Teacher Self-Reflection on the table” as supplementary quantitative data Insufficient explanation. From the results of the study, we can see that after the Creative Drama was applied to the “I’m Very Special” creation of Performance curriculum, the scale of the Self-Concept level in Family, School, Interpersonal, Emotional, Appearance, Physical, Individual, etc. In terms of scores, there has been a significant improvement. From the feedback of the students after the performance, we can also find that their all Self-Concept level responses correspond to the scale scores. It can be inferred that through the Playmaking Approaches of Creative Drama, the Self-Concept of the Sixth-Graders students has achieved remarkable results, and can be used to complete the “I’m Very Special” Theatrical Production.