Fragments, remembrance, beauty: breathing life into T’ang poetry through educational drama

IF 1
Cleo Xiaodi Wang
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引用次数: 1

Abstract

Abstract This article explores the possibility of introducing classical Chinese poetry to primary-aged children in China through educational drama. Today young people in China generally regard classical poetry as cultural relic which is remote and irrelevant to their lives. Referring to writings of Chia-ying Yeh and Stephen Owen, I argue that the essence of classical poetry study is to evoke the reader’s literary imagination and emotional response to the poetic discourse. Drawing from reception theory, I suggest that drama as a pedagogy can connect with the aesthetic discourses and to help children engage with the text. This article presents theoretical explanations and practical descriptions on how the drama approaches are designed to provide children with the contextual references that allow them to relate to the poem at their personal levels of experience; and to help them feel, in an embodied form, the beauty of poetic language.
片段、记忆、美:通过教育剧为唐诗注入生命
摘要本文探讨了通过教育戏剧向中国小学生介绍中国古典诗歌的可能性。今天的中国年轻人普遍把古典诗歌视为与他们的生活遥远而无关的文物。以叶嘉英和欧文的作品为例,认为古典诗歌研究的本质是唤起读者对诗歌话语的文学想象和情感反应。根据接受理论,我认为戏剧作为一种教育学可以与审美话语联系起来,帮助儿童与文本互动。这篇文章提出了理论解释和实践描述戏剧方法是如何设计为儿童提供上下文参考,使他们能够在他们的个人经验水平上与诗歌联系起来;并帮助他们以具体的形式感受诗歌语言的美。
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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