Process drama in Chinese education: Possibilities and challenges in governmental policy papers and the curriculum of moral education

IF 0.2 0 THEATER

Applied Theatre Research Pub Date : 2021-11-01 DOI:10.1386/atr_00055_1

Sisi Zheng

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引用次数: 5

Abstract

The article explores the potential of applying process drama in moral education in Chinese schools. By conducting a thematic review of the current national curriculum and policy documents from both historical and contemporary perspectives, the interconnection between the role of art and moral cultivation in China is discussed. Through an analysis of the national curriculum, the article suggests that applying process drama in school education can contribute to learning in the curriculum areas of both aesthetic and moral education. However, the existing commingling of concepts and definitions influences the actual drama practices in China. Consequently, a discussion of terminology is brought in, as well as an argument for the need to include drama as a discrete subject in schools, in addition to its function as a method for educational purposes. A process drama sample from the author’s drama praxis is included. The overall aim of the article is to contribute to an extended understanding of educational drama and theatre in a Chinese context and to gain new insights into possibilities and challenges for the future implementation of drama in education in China.

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中国教育中的过程戏剧:政府政策文件与道德教育课程的可能性与挑战

本文探讨了过程剧在中国学校德育中的应用潜力。通过从历史和当代的角度对当前的国家课程和政策文件进行专题审查，讨论了中国艺术与道德修养之间的相互关系。本文通过对国家课程的分析，提出在学校教育中运用过程剧可以促进美育和德育课程领域的学习。然而，现存的概念和定义的混杂影响了中国戏剧的实际实践。因此，本文对术语进行了讨论，并论证了除了戏剧作为一种教育方法的功能外，是否有必要将戏剧作为一门独立的学科纳入学校。本文还包括作者戏剧实践中的一个过程剧样本。本文的总体目标是有助于对中国背景下的教育戏剧和戏剧的扩展理解，并对戏剧在中国教育中未来实施的可能性和挑战获得新的见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Applied Theatre Research THEATER-

CiteScore

0.70

自引率

50.00%

发文量

期刊介绍： Applied Theatre Research is the worldwide journal for theatre and drama in non-traditional contexts. It focuses on drama, theatre and performance with specific audiences or participants in a range of social contexts and locations. Contexts include education, developing countries, business and industry, political debate and social action, with children and young people, and in the past, present or future; locations include theatre which happens in places such as streets, conferences, war zones, refugee camps, prisons, hospitals and village squares as well as on purpose-built stages. The primary audience consists of practitioners and scholars of drama, theatre and allied arts, as well as educationists, teachers, social workers and community leaders with an awareness of the significance of theatre and drama, and an interest in innovative and holistic approaches to theatrical and dramatic production, learning and community development. Contributors include eminent and experienced workers and scholars in the field, but cutting-edge contemporary and experimental work from new or little-known practitioners is also encouraged. This double-blind peer-reviewed journal has a global focus and representation, with an explicit policy of ensuring that the best and most exciting work in all continents and as many countries as possible is represented and featured. Cultural, geographical, gender and socio-economic equity are recognised where possible, including in the Review Board.