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Fleming, Kristina A. "Promoting learning across the curriculum with creative dramatics". Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Fleming_K%20MITthesis%202007.pdf.
Pełny tekst źródłaJohnson, Valerie Frances Anne. "Drama with a Capital D: Text and Context in the Documentation of Curriculum". Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/11678.
Pełny tekst źródłaCannon, Ashley N. "Incorporating drama across the curriculum into the intermediate elementary classroom". Honors in the Major Thesis, University of Central Florida, 2001. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1020.
Pełny tekst źródłaBachelors
Education
Education
Gatt, Isabelle. "Challenging policy, changing practice : introducing drama as a curriculum innovation". Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434359.
Pełny tekst źródłaBaker, Heidi G. "A Christian dance-drama curriculum for ministry training in Hong Kong". Theological Research Exchange Network (TREN), 1985. http://www.tren.com.
Pełny tekst źródłaWachsman, Frances 1942. "Music, movement and drama in the center of the elementary curriculum". Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277227.
Pełny tekst źródłaKarlsson, Evelina, i Sofia Larsson. ""Drama har tappat lite status. Men jag tycker drama är viktigt." : Pedagogers perspektiv på förutsättningar för arbete med drama". Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48521.
Pełny tekst źródłaSwedish preschools have their own curriculum to base their educational content and ambitions on. The curriculum has been revisited and revised resulting in implications for the preschool as an institution. Drama is a subject that has remained an integral part from the beginning regulatory documents began to apply, and is one of the forms of expression where music, picture and movement are other examples of it. The purpose of this study is to look into the likelihoods for educators to work with drama based on the intentions of the curriculum and other affecting factors. By examining both old and current regulatory documents, as well as analysing empirical data, acquired through interviews with professionally active preschool educators. It became clear that actions leads to consequences. The result shows that preschool educators feels controlled by the revised curriculum despite the fact that the document has become more open for interpretation than it was before the revision. As a subject drama may be considered to have low status and is cast aside in favor of other subjects. This is not always by choice but it stems from the prioritizing of other subjects and other factors such as time constraints, competence and the political management which affects the educational work. The framework the educators experience affect them the most are the factors closest to the institution itself. Framework and factors that stem from outside the institution were not as obvious to the educators themselves.
Cheng, Siu-Lun. "Curriculum change and professional development the impact of the introduction of a drama curriculum on the competence of teachers /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37610041.
Pełny tekst źródłaCheng, Siu-Lun, i 鄭兆麟. "Curriculum change and professional development: the impact of the introduction of a drama curriculum onthe competence of teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37610041.
Pełny tekst źródłaLovering, Christine. "I see a spark and blow on it: Drama practice in Year 1 and the new Australian Curriculum in the Arts". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2015. https://ro.ecu.edu.au/theses/1740.
Pełny tekst źródłaDonelan, Katriona Jane, i n/a. "The Gods Project: Drama as Intercultural Education. An Ethnographic Study of an Intercultural Performance Project in a Secondary School". Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060609.111246.
Pełny tekst źródłaDonelan, Katriona Jane. "The Gods Project: Drama as Intercultural Education. An Ethnographic Study of an Intercultural Performance Project in a Secondary School". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/368076.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Vocational, Technology and Arts Education
Full Text
Rose, Liisa Marie 1969. "Shakespeare in high school drama: A model for active learning". Thesis, The University of Arizona, 1996. http://hdl.handle.net/10150/278579.
Pełny tekst źródłaCombs, Carolyn. "A conceptual framework towards a democratic citizenship curriculum, and its implications for educational drama". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62711.pdf.
Pełny tekst źródłaRadley, Kathleen Elizabeth. "The teaching of drama in secondary schools : how Cambridgeshire teachers feel the subject should be taught in relationship to the National Curriculum". Thesis, n.p, 2002. http://oro.open.ac.uk/18810.
Pełny tekst źródłaMartello, Julie. "Acting on literacy curriculum and pedagogy in early childhood education". View Thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060201.103358/index.html.
Pełny tekst źródłaA thesis presented to the University of Western Sydney in partial fulfilment of the requirements for the award of the degree of Doctor of Education, May 2005. Includes bibliography.
Montgomery, John David. "Censorship and the Drama Curriculum: A study of the censoring of HSC Drama texts for study and performance in the experience of nine educators working in secondary Christian schools in New South Wales". Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/14614.
Pełny tekst źródłaSun, Ping-Yun. "Drama in education the process of self-discovery and transformative learning /". [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3161794.
Pełny tekst źródłaSource: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0078. Adviser: Mary B. McMullen. Title from dissertation home page (viewed Oct. 11, 2006).
Leedberg, Linda Carol 1946. "Global methodology: Engaging children in drama and theatre arts to enhance creative and aesthetic response". Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278484.
Pełny tekst źródłaFatzinger, Stefanie Abbott. "Weaving Together the Curriculum Through the Integration of Drama in the Classroom: Presenting Spoon River Anthology". University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1271007280.
Pełny tekst źródłaHoadley, Ursula Kate. "An analysis of the constitution of a school subject through recontextualizing : the case of the NAC drama syllabus (1994)". Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/18378.
Pełny tekst źródłaMillet, Sandra Kay. "Theatre History in the Secondary Drama Classroom and Beyond". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3507.
Pełny tekst źródłaKanira, Eleni. "The contribution of drama in education to discourse-making and language development in the Foundation Stage curriculum". Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/1297/.
Pełny tekst źródłaSutherland, Alexandra. "Writing, identity, and change : a narrative case study of the use of journals to promote reflexivity within a Drama Studies curriculum". Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1004384.
Pełny tekst źródłaStinson, Madonna Therese. "The Shifting Sands of Curriculum Development: A Case Study of the Development of the Years 1 to 10 - The Arts Curriculum for Queensland Schools". Thesis, Griffith University, 2008. http://hdl.handle.net/10072/365602.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Faculty of Education
Full Text
Timms, Heather A. "The journey of making meaning in drama : a case study in a metropolitan priority school". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1176.
Pełny tekst źródłaMerrill, Jean Collins. "Eureka: A gold rush play integrating the performing arts into elementary social studies curriculum". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2566.
Pełny tekst źródłaGosse, Douglas. "Historical fiction, drama, and journal infusion in grade nine, early French immersion history, a curriculum guide using Enfants de la rébellion". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23140.pdf.
Pełny tekst źródłaKim, Su-youn. "Issues related to the potential adoption of drama as an integral part of a new national curriculum : the case of South Korea". Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/66682/.
Pełny tekst źródłaBaisden, Michelle. "Enhancing the aesthetic response and learning in the drama classroom". Thesis, Queensland University of Technology, 2003.
Znajdź pełny tekst źródłaRodrigues, Lisinei Fátima Dieguez. "Teatro e transdisciplinaridade : a experiência do projeto Amora no Colégio de Aplicação da Universidade Federal do Rio Grande do Sul". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/55428.
Pełny tekst źródłaThis paper aims at discussing the presence of transdisciplinary activities in the teaching and learning of Drama in elementary school. The investigation focuses in the experience at a Pedagogical project called Amora at Colégio de Aplicação da UFRGS (CAP/UFRGS), between 1996 and 2011. The author’s identification with the project’s purpose -- which aims at building learnig experiences through the articulation of the different subjects and allow the learner to develop an open and interactional view of reality, caring for their cognition and affection -- motivated the research due to her work as a Drama teacher. Intending to comprehend such purposes, and relating them to the building of Drama knowledge, we hypothesized that the epistemological and conceptual interrelations among the different fields of study could contemplate the student’s wishes to accomplish meaningful learning in the school. Based on epistemology, Drama pedagogy and curriculum theories, and the case study methodology, the teaching of Drama in such project was analyzed from several sources such as documents, reports from teachers and students, teaching plans and reports, and others. It was possible to identify that the Amora Pedagogical Project allowed changes in interpersonal relations and school management, by adopting the project’s interactionist concepts and knowledge, in which the moral development and the students’ protagonism reflects in the institutional time and space. It was also possible: to recognize that the relational pedagogy and its conceptions guided the subjects’ resignificance, the teaching and learning experiences, and the assessment processes; to find out that the recognition of Drama as a Field of study, in the way proposed by the project, allows a continuous process of scheme organization and contents that enables the students to accomplish identification cognitive operations (which belongs to the Drama field), comparison (which does not belong only to Drama) and connection (which belongs to Drama and other subjects), allowing them to formulate generalizations about the dramatic acting. Thus consolidating that the transdisciplinarity idea cannot be subtracted from the specificities of the Drama mathema.
Rau, Man-Lin. "Creative, imaginative English-as-a-foreign-language using storytelling and drama". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2693.
Pełny tekst źródłaAlmodovar, Mayra. "Integrating music, drama and the visual arts in the early childhood curriculum a study of early childhood teachers in a metropolitan area of Puerto Rico /". Amherst, Mass. : University of Massachusetts Amherst, 2010. http://scholarworks.umass.edu/open_access_dissertations/195/.
Pełny tekst źródłaGilbert, Nina Marie. "A teacher researcher study of the influence of using improvisational drama in teaching an integrated curriculum unit of study on kindergarten children's free-choice play". The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413296876.
Pełny tekst źródłaMatthews, Robert. "Learning basic concepts of worship through a designed curriculum and musical for the children's choir of Trafalgar Village Baptist Church, Memphis, Tennessee". Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.
Pełny tekst źródłaGore, Rosemary Anne. "The Kartini Project". Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/35809/1/35809_Digitised%20Thesis.pdf.
Pełny tekst źródłaFeng, Lin Su, i 林素鳳. "Drama Education Applied in Interdisciplinary Curriculum". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/65608675699329629981.
Pełny tekst źródła國立臺東大學
兒童文學研究所
92
Applications of Drama Education in the First-Grade Interdisciplinary Curriculum ABSTRACT This research is mainly talked about the possibility of drama education applied in Interdisciplinary Curriculum in order to be the reference of curriculum integration in our national 1st- 9th grades curriculum alignment This operational curriculum research is proceeded by an elementary school teacher from his class . The researcher coordinated the above result with drama (TPR) method and illustrated properly through self-reflection. The results mainly revealed three aspects: For students: Because of their rapturous learning , students not only achieve the reformation toward homework , look forward to go to school but also extend to somewhere further away from school like their home, friends, and surrounding environment . Their individual basic ability learning accomplishment will be established invisibly through learning more and deeper when relationship undergo harmonious interaction For teachers : The teaching progress was slightly affected by every accidental error but not totally insusceptible. However, it still worth celebrating for the enhancement of teaching quality. The feasibility study of executing in curriculum integration : It’s feasible to apply drama teaching in Interdisciplinary Curriculum. But the utmost presupposition is “ Acting can’t be the one and only “ reason in this teaching method. If a teaching method with the elements of drama focuses on energizing the course, that will be a cheerful teaching and learning process. The last part will be the evaluation aimed at the result of the study for the purpose of reviewing merits and demerits which can be the reference for anyone who wants to use drama teaching to achieve Interdisciplinary Curriculum. Key words: drama teaching(the Teaching Ability of Drama) . elements of a play . the motive of learning . Interdisciplinary Curriculum
Wee, Su-Jeong. "Early childhood drama education : curriculum and collaboration /". 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3363109.
Pełny tekst źródłaSource: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Liora Bresler. Includes bibliographical references (leaves 178-189) Available on microfilm from Pro Quest Information and Learning.
Naidu, Ramola L. "Speech and drama curriculum development : the perspectives of a selection of drama teachers in KwaZulu Natal". Thesis, 1998. http://hdl.handle.net/10413/4494.
Pełny tekst źródłaThesis (M.Ed.)-University of Natal, Pietermaritzburg, 1998.
Huang, Ching-Ya, i 黃靖雅. "Learning About Haidian Community Through Drama – The Integration of Drama into “Community Learning” of Life Curriculum". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/00959178914637176628.
Pełny tekst źródła國立臺南大學
戲劇創作與應用學系碩士班
105
The action study investigated the curriculum design process of the integration of drama into “community learning” of Life Curriculum, teaching reflection, and second graders’ experiences of constructing community awareness through drama. Three themes were identified through the curriculum development process. They were “understand Haidian community,” “field trip to Haidian community” and “I love Haidian.” Observations, interviews, field notes, documents, and video taking were utilized to collect data from the teacher, students, observer, cooperative teacher, and the expert. The results of the study are as the following: 1) Curriculum Design: The community learning was student-centered curriculum. It raised students’ awareness of the community through the vivid scenarios of the drama. The field trip also helped students indulge themselves in the drama. 2) Teaching Reflection: Teachers needed to be part of the learning process along with students. This way, teachers would be able to accept and synthesize students’ thoughts and learning experiences with open-minded attitudes in order to help students construct understanding of the community. 3) Students’ Experiences: Students learned what to look at in the community and how to introduce the community to their family members and friends through the field trip and drama curriculum. They not only participated more in the community events but also showed their love and devotion to the community more. , They enjoyed all in the process and felt a great sense of achievement. The students built the awareness of the community through the study. Community learning happened in class as well as in real life experiences.
Wei, Li-Ting, i 魏利庭. "A Study of Applying Drama Strategy in Secondary Visual Arts Curriculum". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/6a25uc.
Pełny tekst źródła國立臺北藝術大學
藝術與人文教育研究所
100
In response to the contemporary trend of education and visual arts, today’s visual arts education encourages learners to experience creating, presenting and appreciating the works in class. Meanwhile, the Grade 1-9 Curriculum encourages teachers to structure their own lesson plans, additionally opening up the diversity of secondary visual arts curriculum. Owning to the addition of performing arts to Arts and Humanies Learning Area in Grade 1-9 Curriculum and the absence of specialists in school, the researcher as teacher has to take responsibility for teaching both visual arts and performing arts. Consequently, how to connect visual arts with performing arts becomes significant. According to Grade 1-9 Curriculum, drama in school is not merely a subject but also a teaching strategy—it can work as a platform to integrate different learning areas, activate teaching, and develop learners’ critical thinking, expression capability as well as drama literacy. This study applied drama to visual arts curriculum planning and teaching. By evaluating the gap amongst the planned curriculum, enacted curriculum and experienced curriculum, the connection between drama teaching and visual arts curriculum throughout the preparation, development and integration phases, and the impacts on the students as well as the researcher, it highligted the challenges and possibilities of applying drama in visual arts curriculum. The study found that applying drama strategy may benefit learning motivation together with course dynamics and promote the dialogue between teacher and learners, as well as embrace both dynamic and static tasks in visual arts learning and give the learners access to different art forms. Meanwhile, the study also inferred from the fact that one should pay even attention to content and form while taking issues as the starting point of visual arts lesson and look after both sides of audience and performers while applying drama strategy in visual arts curriculum.
Sammut, Carmel. "Imagination as critical education : introducing theatre/drama into the maltese curriculum". Thesis, 1997. http://hdl.handle.net/2429/6369.
Pełny tekst źródłaWEN, CHIA-HUI, i 温嘉惠. "The Design and Practice of Creative Drama in Chinese Language Curriculum". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ebe89n.
Pełny tekst źródła國立暨南國際大學
華語文教學碩士學位學程
106
In Chinese language teaching, the predominant methodology is didactic, one-way input, ignoring the importance of dialogic, two-way communication. Creative Drama stimulates student to provide more input which create a two-way communication-friedly enviroment, students could then be gradully guided by teacher to imagine and experience during learning process. In order to help learners achieve effective output as well as input, the current study explores the feasibility and efficacy of integrating Creative Drama into the design and teaching of Chinese language courses. Considering the stimulating characteristics of Creative Drama, particularly for short-term Chinese classes, we expect to promote students’ spontaneous collaborative learning and enhance their overall fluency by contextually linking nonverbal to verbal output. Through Creative Drama activities, students are encouraged to gain a higher degree of accomplishment so as to reinforce their motivation to learn Chinese. This research is divided into five chapters. The first chapter describes the research background and motivation, purpose, and problems. The second chapter discusses the literature: the history of the use of drama in education, Creative Drama teaching activities, collaborative teaching methodology, and second langauge teaching theory. The third chapter is the research method and research framework. The study implements action research in two short-term Chinese classes at the basic and advanced level. The fourth chapter is the research results and analysis. The effect of Creative Drama activities is analyzed from the experimental results. The fifth chapter draws conclusions based on the initial research purpose of the study and provides recommendations for the findings and conclusions. The conclusions of this research are as follows: First, the cooperative learning model can be applied to Creative Drama to significantly reduce anxiety; Second, multiple activities positively affect learners' active learning ability and motivation in short-term Chinese classes. Third, Creative Drama teaching can enhance the ability of listening and speaking.
CHANG, YU-WEN, i 張毓紋. "An Action Research on Applying Creative Drama into Music Creating Curriculum". Thesis, 2019. http://ndltd.ncl.edu.tw/handle/e9sr8z.
Pełny tekst źródła國立臺北藝術大學
藝術與人文教育研究所在職專班
107
The main purpose of this study is to probe into the implementation of plays and playmaking integrated into music creating curricula found in creative drama strategies in junior high schools , guiding students to face music creating tasks with creative thinking and music creating abilities. In” music creating “and “rhythmical movement composing” serve as cores to design educational activities, cooperate with games and playmaking strategies combined with melodies rhythmical movement, musical knowledge, and many other connotations of musical education, performing in groups or as individuals, observe the possibilities brought about in the merging of creative curricula, and study the impact of this curriculum on the acceptance of music creating. The conclusions of this study are as follows : 1. Applying creative drama into music creating curriculum can enhance the music creative ability of students. 2. Multi-activity design, let students have more imagination for music creation. 3. Using creative drama strategies in the music creation class, students are giving more positive feedback. 4. Applying creative drama into music creating curriculum help students to work together and improve their interest and motivation in learning music
Kuo, Hsing-mei, i 郭香妹. "Action Research on Elementary School Teachers’ Creative Drama curriculum---Teachers’ Drama Workshop from Tainan County as the Example". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/6rxsvy.
Pełny tekst źródła國立中山大學
教育研究所
95
The purpose of this study was to investigate how Teachers’ Drama Workshop established by elementary school teachers, and the systematic and consistent seminars helped increase teachers’ specialty in drama teaching. The feedback to the workshop would be later examined to pass down plans and to develop suitable creative drama curriculum for elementary school. The research outcomes could serve as future reference to drama teaching in performing art. The focus of this study was on how the members in a teachers’ specialized group cooperated, shared and interacted, and on the effectiveness of promoting specialty. This author used action research for investigation, starting from meeting the needs of the subjects involved, holding conversations, finding and solving problems. The conclusions were as follows. 1.Difficulties in promoting performing art curriculum in elementary school included the shortage of teachers, the ineffectiveness of seminars and teachers’ lack of specialized knowledge. 2.The key to improve performing art curriculum and teaching was a systematic teacher training program. 3.Teachers’ specialized groups helped teachers promoting the specialty, and shared and enriched their knowledge. 4.The feedback program helped teachers solving problems, and learned by teaching. 5.Teachers paid more attention on teaching goals when teaching drama. 6.As curricular designs differed in advantages, different designs should be well combined to make good use of all the advantages. 7.Creative drama curriculum in elementary school should include body exploring, sound and facial expression, puppets and masks, improvisation, storytelling, storytelling theater, drama appreciation, drama creation, exhibition and show. 8.There should be more than eight creative drama lessons in a semester and twenty lessons in a school year. 9.The content of creative drama teaching should be altered in proportion as the cognitive development of students changed. To succeed was to inspire students and cultivate their abilities year by year. 10.Designing and developing the Creative drama teaching lessons should experenced some stages, from brewing/preparation, development, integration to realization. During the process, some steps were also crucial, such as analyzing, discussing, designing, practicing, examining and correcting. The researcher offered the following suggestions. 1.The most important mission so far was teacher training. 2.Teachers should join more related seminars to increase their specialized knowledge in creative drama. 3.Creative drama curriculum should be promoted in elementary school to encourage open and multi learning and to help students develop fine personalities. 4.Curriculum should be put into practice step by step, and students’ changes would thus be clearly traced. 5.Teachers should be encouraged to establish specialty groups of performing art, to form unions for strategy exchange so as to share and enrich their knowledge. This author also offered five points to ponder, hoping these research outcomes would be helpful reference for upgrading performing art teaching and enriching students’ learning experience.
Hung, Yi-chun, i 洪宜君. "Research on the Curriculum and Instruction of Drama in Junior High School-Taking Two Expert Drama Teachers as Examples". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/67498611438198005503.
Pełny tekst źródła國立臺南大學
戲劇創作與應用學系碩士班
95
The research uses case study to explore the curriculum and instruction of two drama experts. The purpose of the research is to analyze different features of their curriculum ideologies, goals, contents, teaching processes and strategies. Problems faced by two drama experts in the process of teaching and how they overcome the difficulties are also investigated in the research. The two drama experts have their own educational ideologies and goals. Both the design of the curriculum are also different. Even though, they teach with similar processes, but the strategies they use are varied according to the situations. Finally, they both face similar problems, including classroom management, grouping and subculture issues, however, they deal with those problems with similar attitudes and processes.
Huang, Ya-sui, i 黃雅穗. "Weaving It Together:Teaching and Learning First Grade Integrated Activity Curriculum Through Drama". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/x46u7e.
Pełny tekst źródła國立臺南大學
戲劇創作與應用學系碩士班
101
The Ministry of Education has incorporated integrated learning activities into the nine- year compulsory curriculum, the goal of which is to equip students with the competencies required to adapt to modern life. However, difficulties have been encountered in the implementation of the curriculum. This study merged drama into the integrated activity curriculum in order to explore curriculum design methods, student performance, methods of curriculum implementation, and professional growth among teachers. This study used research diaries, classroom observation records, student data, dialogue and social measurement instruments to research the cyclic course of curriculum delivery. Narrative inquiry, thick description, and in-depth reflection were then utilized to analyze the research results. Researchers and collaborating teachers produced curriculum maps and network diagrams to identify appropriate themes, objectives, and essential questions for various curriculum domains. Results demonstrate that the curriculum could be more effectively implemented if it provided a student-centered plan and suitable competency indicators, emphasized the individual attributes and diverse abilities of teachers and students, and could be flexibly adjusted to accommodate individual learning styles. After implementing and reflecting on the delivery of a four-unit course (“Growing Up”, “The Story of My Feelings”, “Little One Step”, and “Flying Colored Bubbles”), this study found that drama can provide students with a safe learning context, which employs multiple intelligences for expression. In openly asking questions and engaging in dialog students are encouraged to reflect on and practice life skills. The integrated activity curriculum was designed on the principles of integrating experience, knowledge, and social skills as well as providing students with a learning environment incorporating experience, reflection, practice and diversity. Through drama we can put the principles of the integrated activity curriculum into effect and achieve the objectives of building internalized meaning, cultivating altruistic feelings, and demonstrating how knowledge is linked to and practiced in everyday life.
Yuan, Chen, i 陳緣. "Effect of Teaching The fourth Grade Student with the Drama Game Curriculum". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/93376210678880335729.
Pełny tekst źródła國立新竹教育大學
美勞教育學系碩士班
101
Abstract This research aimed to explore the effect of teaching elementary student by the dramatic game and visual arts curriculum. In order to achieve the purpose, I designed a series of performing arts and visual art curriculum’s integration activities to finish this program. I had had studied on the Hsinchu Tung-Yuan Elementary School fourth grade with 31 students as a Experiment Group and the others 2 classes, total 56 students, as a control group to do the questionnaires of drama and stage property. After used qualitative classroom observation, learning sheet as the pre-and-post-test score data analysis expert checklist, text feedback and doing identification and openness questionnaires of drama and stage property as research methods and analyzed, I had these result: First of all, the implementation of dramatic game curriculum could improve students' visual arts’ creation and abundance. Next to go will be, dramatic game curriculum made students cooperate and learn together which could enhance students' willingness and ability of self-reflection. The third to go will be, each students had very different personalities and mentality, however, their checklists and results were surprising similar; students who had lots of activities were doing the checklist roughly; students who were very cautious wanted more time to make their work better but the results had had no difference by three teachers’ estimate even if they had more time. Last but not least, co-teachers who were from different professional backgrounds and different values could increase the diversity of views. From teacher’s side: the same copy of the checklist which had been filled by different teachers had unequal level of placement. In other words, teachers would have miscellaneous judgments because of their experience and expertise. From the expert’s side: while doing the "Basic Stage spatial planning" pre-and-post evaluation, three teachers had different data placement level. If teachers had been judging the professional part, the lower grade would they have gave (probably because it requires more stringent capability). And if teachers had been facing the strange part that they could not hold it very accurately, they would have usually made the scores more loosely and wildly. In the nutshell, according to the aforementioned, we can make the specific conclusions.
Lin, LING-JUNG, i 林玲瑢. "The Effects of Integrating Drama Strategies into Curriculum on Children's Impulsive Behaviors". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/89942600286997330267.
Pełny tekst źródła國立屏東大學
幼兒教育學系碩士班
103
This study aims to explore the progress and the influence of how teachers improve children's impulsive behaviors by using drama strategies. Based on action research approach, this study adopted four themes, including "I got you, walking lightly-moving slowly, you touched me, I will hide," applying different drama strategies to the curriculum to improve children's impulsive behaviors. The curriculum proceeded two months. Three children, who have impulsive behaviors, were chosen by the researcher as the objects of study. The researcher collected the information through observation, interviews and documents, and then carried out the qualitative analysis. The results of this research are as follows: 1. Teachers can indeed improve children's impulsive behaviors by using elastic drama strategies (such as teacher-in-role, oral instruction and so on). 2. By observing children's learning, understanding children's impulsive emotions, and leading children to the context of drama strategies, teachers can learn how to think over the problems and come up with the solutions to improve children's impulsive behaviors. 3. Through various drama strategic, children can acquire multiple solutions for conflicts and establish the value of respecting others. 4. Peer pressure can reduce and improve children's impulsive behaviors so as to increase their development of positive behaviors.
Lee, Huei-Chun, i 李慧君. "Study of Drama in Chinese Textbooks in the Grade 1-9 Curriculum". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/34495363625740577789.
Pełny tekst źródła國立臺北教育大學
語文與創作學系語文教學碩士班
99
With the rise of different versions of textbooks and the implementation of the Grade 1-9 Curriculum, scripts have become a field ready for cultivation. This study aims to conduct a series of studies on scripts to explore the characteristics of the script form, expression of content, and exhibition of topics. The findings are expected to provide more literary considerations and references for the organization and writing of Chinese textbooks. The main difference between scripts and other literary forms is that scripts can be acted out, and two-dimensional textual appreciation can be turned into three-dimensional dynamic instruction. This paper is divided into five chapters. Chapter 1 is the Introduction, which explains the research motivation and objective, research methodology and steps, research scope and limitations, and definitions of terms. Chapter 2 is a literature review that discusses the content of Chinese language education, studies relating to Chinese textbooks, content of scripts, and strategies of teaching scripts in Chinese textbooks. Chapter 3 uses scripts from Chinese textbooks published by three publishers, Nan I, Kang Hsuan, and Hanlin, in the 2008 academic year, to explore the selection and distribution ratios of scripts. This chapter also conducts content analysis based on script topics, plots, and characters. Chapter 4 uses the types of exercises, integrative activities, instructional objectives, and aptitude indicators for divisions based on the scripts in analyses and comparisons. Chapter 5 proposes conclusions and suggestions after research. At the end of the thesis, a list of referenced works and scans of scripts in Chinese textbooks are also included for reference. This study finds that: (1) there is an insufficient number of scripts, the ratio is low, and scripts are clustered around the third, fourth, and fifth years; (2) limited topics that are insufficiently broad; (3) the scripts are primarily multi-scene plays, mostly based on interpersonal conflict, foreshadowing is often used in leading up to the conclusion, and there is a lack of conflict and dramatic character; (4) character portrayal is limited to roles with traditional educational meaning; (5) few exercise types with low variability; (6) integrative activities focus on knowledge within the scripts; (7) instructional objectives focus on knowledge and skills, less on content of the scripts; (8) aptitude indicators for divisions generally have overlaps. Reading scripts can enhance diverse intellectual development of students, provide them contextual experiences and role play opportunities, and expand upon their aesthetic experience. This paper discusses scripts in Chinese textbooks as a referential basis for teachers when they select textbooks and design instructional activity content.