Artykuły w czasopismach: „Process drama”

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Donegan, Robert. "Process Drama and Teacher in Role in ELT". JALT PIE SIG: Mask and Gavel 8, nr 1 (styczeń 2020): 5–12. http://dx.doi.org/10.37546/jaltsig.pie8.1-1.

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This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching by many practitioners. The methods are discussed in this paper, with the focus on their suitability for teaching in a Japanese senior high school.

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Kim, Hyun-Sook, i Doo-Hyun Park. "A Study on the Teaching Method of Primary English Using Process Drama Based on Primary English Textbook". Korean Association For Learner-Centered Curriculum And Instruction 22, nr 19 (15.10.2022): 1–16. http://dx.doi.org/10.22251/jlcci.2022.22.19.1.

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Objectives The purpose of this study is to introduce an educational method for primary school students to develop context-oriented real English communication skills through process drama based on primary English textbook. Methods A fairy tale(Peter pan) for process drama activities was extracted by analyzing English textbook for primary school 3rd grade of publishing D. In addition, a model for process drama education was developed by referring to the models of Kao & O’Neill(1998) and Ellis(1988). Results Based on the process drama model developed in this study, two lesson plans were constructed using the fairy tale ‘Peter pan’ from the 3rd grade English textbook of publishing D. Additionally, various process drama activities(Pre-text, Mime, Improvisation, Teacher in role, Writing in role, Still image & Thought tracking, Hot seating) were introduced based on the context through the fairy tale(Peter pan) by composing three stages of Preparation Phase, Drama Scenes, and Reflective Phase for each lesson. Conclusions To develop primary school students' real English communication skills, it is necessary to move away from mechanical and formal memorization practice, and to provide context-based and real communication-oriented education through process drama education. In order for process drama education to be successful, teachers must break free from authoritarian attitudes and open education that can negotiate meaning with students must be supported.

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Agustini, Fajar, i Khoirun Nisa. "Penerapan Model AHP Pada Pemilihan Aplikasi Streaming Drama Korea". INFORMATICS FOR EDUCATORS AND PROFESSIONAL : Journal of Informatics 5, nr 2 (6.07.2021): 127. http://dx.doi.org/10.51211/itbi.v5i2.1540.

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Technology is developing very fast and is increasingly global, various kinds of the latest technological discoveries and various kinds of applications offered by each company will continue to compete, one of which is the Korean drama streaming application program. However, it is not just one Korean drama streaming application, but many other streaming applications that have sprung up and can make users hesitate to choose a streaming application to watch quality Korean dramas. Selection of useful criteria for selecting Korean drama streaming applications using the Analytical Hierarchy Process approach and processing using Expert Choice software allows streaming application users to know how to choose a streaming application to watch Korean dramas as desired. The population of this study were several Bekasi city people with approximately 30 questionnaires. From the research results, it was found that VIU was a strategic alternative for selecting Korean drama streaming applications using the Analytical Hierarchy Process which received top priority with a weight of 0.499 or comparable to 49.9% of another alternative. Keywords: Streaming application, Korean Drama, Analytical Hierarchy Process

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Yang, Saerom. "Promoting Sustainability Literacy through Process Drama". Journal of Korea Association for Drama/Theatre and Education 11, nr 1 (31.03.2019): 19–39. http://dx.doi.org/10.31342/jkadte.2019.11.1.02.

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Coleman, Claire. "Dancing into a critical process drama". Applied Theatre Research 10, nr 1 (1.07.2022): 21–37. http://dx.doi.org/10.1386/atr_00060_1.

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This article describes the critical process drama framework and highlights its potential to disrupt the status quo through an agenda of exploration and wonder. Generated through arts-based research exploring process drama as an enactment of critical pedagogy, the cumulative case study drew upon a document analysis of Cecily O’Neill’s Seal Wife workshop and exploration of the ‘mantle of the expert’ dramatic inquiry form. Developed to enact critical process drama, six key concepts ‐ hope, aesthetic, agency, agitation, action and ambiguity ‐ operate as an interwoven and reflexive framework to inform drama practice. Dynamic, relational and essential, these six concepts enact the theories of critical pedagogy and process drama as dialectical, improvisational approaches committed to transformation and social justice. As educators and artists, we cannot dance forever in the imagination or plod along hopelessly in reality. Through critical process drama participants, can operate critically in new worlds and significantly between worlds. We need to travel between and transform through transitions. In the crack between the light and dark we can dance and dance and dance.

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McDonnell, Dearbhla, i Aisling O'Boyle. "Process drama in the classroom". Scenario: A Journal for Performative Teaching, Learning, Research XV, nr 1 (15.08.2021): 56–75. http://dx.doi.org/10.33178/scenario.15.1.3.

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This paper reports on a study of the use of process drama in an international primary school in the Netherlands. The research investigated the extent to which using process drama could develop participation for advanced EAL learners. In addition, we sought to understand pupils’ perspectives. Using a qualitative methodology, we undertook a case study approach focusing on six advanced EAL learner pupils (9-10-year-olds). We implemented the process drama approach during a series of nine science lessons. We collated and analysed Video recording of lessons, the class teacher’s written observations, a research journal, two interviews and a focus group with the case study participants using an arts-based framework of participation, previously employed by Pérez-Moreno (2018). We deployed embodied research methods. The findings suggest that using process drama as a teaching methodology increased participation, but not immediately. In addition, pupils who had not previously spoken out in lessons began to volunteer their ideas. All case study pupils reported that they considered that their participation increased.

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Barros, Ariane Guerra, i Vanessa Lopes Ribeiro. "Process drama no ensino superior". ouvirOUver 16, nr 2 (31.12.2020): 482–99. http://dx.doi.org/10.14393/ouv-v16n2a2020-55248.

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Este artigo pretende relatar e analisar como se deu a execução do process drama “Caso Sônia” (baseado na obra “Valsa n. 6”, de Nelson Rodrigues) em duas turmas de graduação dentro da Universidade Federal da Grande Dourados (UFGD). Utilizando como base a dramaturgia rodrigueana, as autoras abordaram o tema do feminicídio em sala de aula, executando o process drama em uma turma da graduação em Artes Cênicas da Faculdade de Comunicação, Artes e Letras (FACALE); e na turma da Faculdade Indígena da mesma universidade (FAIND). Identificar a diversidade de conhecimento e entendimento que pode advir de um mesmo processo – empregado em turmas distintas – pode lançar novos olhares sobre as possibilidades e potencialidades de implicações do process drama, como foi o caso de ambas as experiências.

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Pratt Cooney, Mary, i Shlomo Sawilowsky. "Process Drama and Actor Training". Youth Theatre Journal 19, nr 1 (maj 2005): 55–70. http://dx.doi.org/10.1080/08929092.2005.10012576.

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Rosler, Brenda. "Process Drama and Professional Development". Youth Theatre Journal 28, nr 2 (3.07.2014): 104–14. http://dx.doi.org/10.1080/08929092.2014.932875.

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Cowburn, Ben. "Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part One: Where Dorothy Came From, What She Did, and How It Can Support Language Development". JALT PIE SIG: Mask and Gavel 2, nr 1 (czerwiec 2013): 4–12. http://dx.doi.org/10.37546/jaltsig.pie2.1-1.

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From the 1960s onwards, Dorothy Heathcote became a highly influential figure in UK drama education. Her practice, based around unscripted, participatory dramas in which students were often guided by a teacher working ‘in role’, helped to shape the way drama is taught in schools today, particularly within the process drama approach. Influenced by a range of educational theorists and practitioners, Heathcote developed a style of educational drama that she saw as being distinct from ‘theatre’, and more concerned with experiencing drama than performing it. To this end, she developed a number of dramatic techniques, such as ‘Teacher in Role’ and ‘Mantle of the Expert’, to help students inhabit dramatic contexts and learn through the direct imagined experience of a particular place, time or problem to be solved. These techniques have much to offer language teaching, particularly when communication is the main goal. Placing students in dramatic contexts is claimed to enhance motivation and engagement and lead to more truly authentic communication than is often found in language classrooms. Using a framework based on Heathcote’s techniques, and those developed by other process drama educators, language teachers can begin to explore the many benefits drama can offer language learners.

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Piazzoli, Erika, i Claire Kennedy. "Drama: Threat or Opportunity? Managing the ‘Dual Affect’ in Process Drama". Scenario: A Journal of Performative Teaching, Learning, Research VIII, nr 1 (1.01.2014): 52–68. http://dx.doi.org/10.33178/scenario.8.1.5.

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In this paper we discuss the construct of ‘dual affect’ and its relevance to drama pedagogy in a foreign language teaching context. We draw on a research project involving a group of advanced learners of Italian using drama-based strategies. We begin with a theoretical discussion of dual affect, aesthetic distance, and protection mechanisms in the drama/language classroom. Next, we contextualise the research study and analyse student-participants’ responses in selected moments of the drama. The analysis suggests that, while some student-participants experienced the dual affect of drama as a threat, others found it a stimulus for reflection and a challenge. We argue that this may have had an impact on their perceived learning outcomes and on their willingness to communicate in the target language. We take this opportunity to reflect on the importance of managing dual affect in the process drama classroom, especially when working with advanced language students who have no prior experience in drama-based pedagogy.

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Saidpudin, Wawarah, i Wan Amizah Wan Mahmud. "Naratif Drama Islamik: Motif Visual Mior Hashim Manap Melalui Latar Lokasi". Al-i’lam - Journal of Contemporary Islamic Communication and Media 1, nr 2 (30.12.2021): 4–22. http://dx.doi.org/10.33102/jcicom.vol1no2.15.

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The location of the drama is one of the types of setting chosen in a drama and is one of the production process of television dramas. The selection of the location requires in-depth study and recce to ensure that the play is more interesting and has a specific meaning for the audience to understand. Thus, this study aims to analyze the extent to which the selection of location backgrounds chosen by the director is tailored to the scene, having elements of da'wah besides influencing the visual beauty of the drama. This study uses content analysis on three Islamic dramas directed by Mior Hashim Manap on TV Al-Hijrah titled Cinta Kun Fayakun, Warkah Cinta, and Cinta dan Wahyu. This study carries out in-depth interviews with Mior Hashim Manap to discuss the issue of this study. The results reveals the location of the drama chosen by the directors in these three dramas have the characteristics of da'wah that show the beauty of Islam, the power of Allah S.W.T and bring the audience closer to Allah S.W.T. Overall the location can be made as an element of da'wah in Islamic drama whether as unseeded or implied through the scenes portrayed in the location.

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Gibson, Robyn. "The school drama program: delivering process drama via a teaching artist". NJ 39, nr 1 (2.01.2015): 76–95. http://dx.doi.org/10.1080/14452294.2015.1083152.

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Özgehan, UŞTUK. "Reconsidering Brechtian elements in process drama". Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi 48, nr 2 (2015): 19–36. http://dx.doi.org/10.1501/egifak_0000001362.

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Bundy, Penny. "Aesthetic Engagement in the Drama Process". Research in Drama Education: The Journal of Applied Theatre and Performance 8, nr 2 (wrzesień 2003): 171–81. http://dx.doi.org/10.1080/13569780308333.

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Somers, John. "Drama making as a research process". Contemporary Theatre Review 12, nr 4 (styczeń 2002): 97–111. http://dx.doi.org/10.1080/10486800208568698.

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Cooper, Chris. "Living Through Extremes in Process Drama". Theatron 16, nr 4 (2022): 157–64. http://dx.doi.org/10.55502/the.2022.4.157.

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Hallgren, Eva, i Eva Österlind. "Process Drama in Civic Education: Balancing Student Input and Learning Outcomes in a Playful Format". Education Sciences 9, nr 3 (31.08.2019): 231. http://dx.doi.org/10.3390/educsci9030231.

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The purpose is to investigate process drama for teaching civics, mainly democracy and migration. Process drama implies students and teacher to take on roles, to explore a subject content collectively. The study is based on a secondary school educational initiative where a drama pedagogue was invited to address civics through process drama. Four civic lessons were video recorded and analyzed through an activity theory framework. From this perspective, process drama can be understood as two activities with different motives/objects, the educational and the fictional, where the fictional activity should have a playful format. The results show that the dialogical approach used by the drama pedagogue created a democratic opportunity and also established the playful format. The students’ engagement was notably high. However, it was obvious there were no challenging or probing questions being asked by the drama pedagogue or the civics teacher, neither in nor out of role. As a consequence, the full learning potential of process drama in civics education could not be achieved. We suggest a co-teaching approach between civic teachers and drama pedagogues, to overcome challenges in using process drama in civic education for learning objectives to be attained.

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Stinson, Madonna. "Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication". English Teaching: Practice & Critique 14, nr 3 (7.12.2015): 303–13. http://dx.doi.org/10.1108/etpc-07-2015-0055.

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Purpose – The purpose of this paper is to consider the growing interest in oracy and to propose the pedagogy of process drama as an ideal model for the dialogic classroom. Design/methodology/approach – This paper takes the form of an explanatory case study where the author draws on a successful drama/oracy project in a primary school in Brisbane, Australia, to illustrate the connections between Alexander’s five indicators of a dialogic classroom and the process drama in which the students participated. Findings – The application of this process drama as pedagogy for the teaching and learning of oracy has contributed positively to students’ oral communication skills and intercultural awareness. In addition, parents provide positive feedback about student engagement in school and developing self-confidence because “they have something to say”. Research limitations/implications – There was no formal pre-post test for the oral communication skills on this study, instead the researchers developed a draft “oracy” checklist which deserves further interrogation and development. Practical implications – There are implications for the use of process drama as a means of creating and sustaining the dialogic classroom. Teacher professional development would be required to assist the planning and delivery of dramas that allow for the deep and complex learning evidenced in this study. Social implications – This is an ideal vehicle for assisting in the development of empathy, collaboration, emotional intelligence and intercultural understanding. Originality/value – This is an example of an extremely high-quality curriculum plan and implementation. The importance of engaging in implicit and explicit instruction of oral communication for the twenty-first century should not be underestimated. The process drama allows oral language to be foregrounded, with additional learning opportunities from a range of other learning areas, brought together in a coherent and complex model of practice.

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Janiaski Vale, Flávia. "Process Drama e suas possíveis formas de desenvolvimento". ouvirOUver 16, nr 2 (31.12.2020): 436–50. http://dx.doi.org/10.14393/ouv-v16n2a2020-53831.

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Seria possível preparar e desenvolver processos de drama na rotina de docência brasileira em face das características e particularidades da educação nacional? Para discutir esta questão, são descritos e analisados neste artigo três percursos de trabalho, em etapas que vão da educação infantil a superior, e trazem o drama como um recurso capaz de unir teatro e educação. O primeiro percurso apresentado está focado na união entre drama e Role-playing game – RPG para trabalhar com adolescentes e orientar estágio curricular supervisionado na licenciatura em teatro; o segundo percurso versa sobre a utilização dos estímulos compostos para ministrar oficinas de formação continuada aos professores da educação infantil e ensino fundamental I; o terceiro percurso apresenta o trabalho com o drama para a construção de um produto artístico, utilizando especialmente o professor-personagem e a ambientação cênica. Os exemplos trazidos têm o intuito de responder positivamente a questão levantada, destacando a necessidade de apropriação e adaptação deste método inglês visando sua funcionalidade e a construção de experiências artísticas.

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Gozansky, Yuval. "Fifty Years of Drama on Israeli Children’s Television". Israel Studies Review 33, nr 2 (1.09.2018): 123–47. http://dx.doi.org/10.3167/isr.2018.330208.

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This article analyzes the changes in drama series in the first five decades (1966–2016) of Israeli children’s television. Based on interviews with 27 central producers, this cultural-historical study seeks to explain the significance attributed to children’s drama over the years. Early children’s drama series in Israel were instructional or educational, but they also sought to control the representation of childhood under the direct supervision of the state. The neo-liberal privatization process in Israeli society led to the creation of locally produced, Hebrew-speaking daily dramas on private channels for children. In the multiscreen environment created by the age of multichannel television and digital media, original Israeli daily drama shows functioned as a central branding tool for children’s channels. The article contends that these shows became one of the producers’ key answers to the changes in children’s viewing habits and, more particularly, linear television’s strategy for success in a world of multiple online screens.

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한규용. "Process Drama for Bilingual Education in Multiculturalism". Journal of korean theatre studies association ll, nr 40 (kwiecień 2010): 451–502. http://dx.doi.org/10.18396/ktsa.2010..40.013.

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Bahri, Syamsul, i Meisuri Meisuri. "Enhancing Students’ Drama Performance: A Process Approach". Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, nr 1 (24.02.2020): 454–60. http://dx.doi.org/10.33258/birle.v3i1.840.

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This research aims at describing and developing website based authentic assessment model on drama course in English literature study program. The research data comes from descriptive information of the experts or validator along with the suggestion from the students as the product user through the PBL activity combined with the observation and recording with video tape. Data analysis is done by using rubric measure: a) the information completeness which is applied on the work sheets. b) the information comprehensiveness which is included in the paragraph written by the students. The overall of the flow diagram are : Preparation: choosing the research based article which is relevant with the course; preparing worksheet and observation sheet. Implementation: the students read the research based article and fill in the worksheet. . Observation: filling in the observation sheet and writing anecdotal record. Reflection: analyzing the observation sheet and measurement rubric. With the implementation of authentic assessment toward the students who participate in the drama appreciation course. The obtained results show significant increase in their competence through the 6 kinds of task which contain website based authentic assessment on the stage of manipulating expression, scripting, dialogue reading, pre performing and stage performance.

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Vidor, Heloise Baurich. "Literatura e process drama: (re)criando possibilidades". Educar em Revista 34, nr 67 (luty 2018): 105–20. http://dx.doi.org/10.1590/0104-4060.56115.

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RESUMO Este artigo propõe a interface entre o campo da leitura e do teatro, com o objetivo de focalizar a presença da literatura em processos pedagógicos teatrais, especificamente sua abordagem no process drama. A discussão é proposta com base nas experiências realizadas na disciplina Metodologia do Ensino do Teatro II - Escola, no curso de Licenciatura em Teatro da Universidade do Estado de Santa Catarina, apontando possibilidades de transposição de textos literários para estruturas de drama. O trabalho com os textos é feito a partir da proposta denominada leitura e teatralidade (VIDOR, 2016). Como resultado do trabalho, apresentam-se as estruturas redigidas pelos estudantes no formato de “exercícios de criação”.

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Chen, Xiaotong. "Chinese Drama Pedagogy in Early Childhood Education: From Picture Book to Process Drama". International Journal of Literature and Arts 10, nr 3 (2022): 175. http://dx.doi.org/10.11648/j.ijla.20221003.14.

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김주연. "The search for drama as a learning medium -Understanding concepts through Process Drama-". Drama Research ll, nr 38 (październik 2012): 81–109. http://dx.doi.org/10.15716/dr.2012..38.81.

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Bowell, Pamela, i Brian Heap. "Drama on the Run: A Prelude to Mapping the Practice of Process Drama". Journal of Aesthetic Education 39, nr 4 (2005): 58–69. http://dx.doi.org/10.1353/jae.2005.0036.

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Hogan, Sharon. "Being Ethical: Process Drama and Professional Ethics Education for Pre-service Drama Teachers". NJ 38, nr 1 (styczeń 2014): 74–87. http://dx.doi.org/10.1080/14452294.2014.11649574.

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Jun, Xu, i Stig A. Eriksson. "From short story to process drama: A Chinese and a Norwegian classroom approach". Applied Theatre Research 10, nr 2 (1.12.2022): 169–86. http://dx.doi.org/10.1386/atr_00069_1.

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In this practice-oriented article, each author has found an example in their national contemporary literary legacy to be explored through educational drama approaches. One is a short story (and a one-act play version of the story) by Lao She, China; the other is a short story by Tor Åge Bringsværd, Norway. Both stories are about experiences on train journeys and the article presents ideas for how to use them in drama pedagogical settings. Each author contextualizes their drama approach in terms of current public curriculum policies relevant to aesthetic education and drama education in each country, and theory from the field literature.

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Mohammed Akram Abd Uljalil, Mohammed Akram Abd Uljalil. "Employing the mediator elements in the aesthetics of the television image through the children's drama: توظيف عناصر الوسيط في جماليات الصورة التلفزيونية عبر دراما الأطفال". مجلة العلوم الإنسانية و الإجتماعية 5, nr 11 (29.09.2021): 50–33. http://dx.doi.org/10.26389/ajsrp.k090221.

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Given the importance of the subject of aesthetics of the television image in children's drama and its great impact in raising the level of artistic production of children's drama, and the interest of most satellite channels in this type of production that simulates different age groups for children, this research comes as a scientific attempt through which the researcher seeks to become familiar with the topic of the aesthetic of the television image in Children's drama, and its functions and all its parts in children's dramas, including dramas, cartoons, dolls, and children's cinema films, by analyzing scenes from different samples in order to reveal the aesthetics of the television picture and its parts and all its functions. Where the research in the first chapter reviewed the methodological framework indicating the introduction and problem of the research with an indication of the importance of the research and the extent of the need for it and its objectives, as well as identifying the definition of the search terms. Elements of cinematic language and its expressiveness and aesthetic connotations in children's drama, while the title of the second topic was the dramatic forms directed at children, through which the research reviewed the role of digital technologies and forms of drama, and the last topic represented the aesthetic of the artistic elements in children's drama, which was addressed through it to the directing artistic treatment and its aesthetics in Children’s drama, and the researcher came up with a set of indicators that were a tool for analyzing the research sample. Then the research reviewed the third chapter, which included the research procedures. The final chapter represented in the analysis of the research sample, through which he reached results, among which the works were distinguished by the simplicity of their events and the characters embodied in them that make the child He interacts with it being close to his reality. Among the conclusions that the aesthetic of the television picture is a means of conveying and expressing various contents through children's drama. Based on the foregoing, the research deals with an important aspect of the creative process in producing television drama for children, through the audio-visual medium, by identifying the aesthetics of the television image in children's drama.

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Muzakiah, Azka, i Wulan Trigartanti. "Hubungan antara Tayangan Drama Serial Korea X dengan Minat Mahasiswa menjadi Reporter". Jurnal Riset Public Relations 1, nr 2 (23.12.2021): 104–11. http://dx.doi.org/10.29313/jrpr.v1i2.410.

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Abstract. The world has been faced with changes in the digital era, especially in the field of information communication which makes it easier for humans to access various information. whether in the form of news, advertisements, radio broadcasts, film shows to dramas. Drama shows, especially dramas from Korea, are very popular among the public, seen from the birth of the term Korean wave. The various themes raised made the storyline more diverse, one of which was the Times drama series which picked up a reporter's story. So the researchers are interested in researching the Times drama shows with the audience's interest in becoming reporters. The purpose of this study was to determine the relationship between the Times drama program and the audience's interest in becoming a reporter. The theory used is mass communication process theory, media exposure theory, and social learning theory. The method used is a quantitative correlational approach with data collection techniques through questionnaires, observation, and literature. The questionnaire was distributed to 79 respondents at the Faculty of Communication Unisba 2017 and analyzed by statistical tests with the SPSS application. The results of this study obtained a correlation coefficient with the number 0,772 it can be interpreted that there is a strong relationship between drama shows and the variable of interest in being a reporter Abstrak. Dunia telah dihadapkan oleh perubahan era yaitu digital, khususnya pada bidang komunikasi informasi yang menyebabkan manusia menjadi lebih mudah untuk mengakses berbagai informasi. baik dalam bentuk berita, iklan, siaran radio, tayangan film hingga drama. Tayangan drama khususnya drama dari negara Korea sangatlah populer dikalangan masyarakat, dilihat dari lahirnya sebutan yaitu gelombang Korea. Berbagai tema yang diangkat membuat alur cerita semakin beragam, salah satunya drama serial Times yang mengangkat cerita cerita reporter. Maka peneliti tertarik meneliti mengenai tayangan drama Times dengan minat penonton menjadi reporter. Tujuan penelitian ini untuk mengetahui hubungan antara tayangan drama Times dengan minat penonton menjadi reporter. Teori yang digunakan yaitu teori proses komunikasi massa, teori terpaan media, dan teori pembelajaran sosial. Metode yang digunakan adalah kuantitatif pendekatan korelasional dengan teknik pengumpulan data melalui kuesioner, observasi, dan studi pustaka Kuesioner disebar kepada 79 responden di Fikom Unisba angkatan 2017 serta dianalisis oleh uji statistika dengan aplikasi SPSS. Hasil penelitian ini diperoleh koefisien korelasi dengan angka 0,772 yaitu dapat diartikan terdapat hubungan yang kuat antara tayangan drama dengan variabel minat menjadi reporter

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Zheng, Sisi. "Process drama in Chinese education: Possibilities and challenges in governmental policy papers and the curriculum of moral education". Applied Theatre Research 9, nr 2 (1.11.2021): 155–72. http://dx.doi.org/10.1386/atr_00055_1.

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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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Lady Amara, Demylia. "STRUKTUR NASKAH DRAMA ROH KARYA WISRAN HADI". LITERASI: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah 13, nr 1 (1.01.2023): 65–71. http://dx.doi.org/10.23969/literasi.v13i1.6598.

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The structural approach is an initial approach in a literary research. The purpose of this research is to describe the structural elements and describe the relationship between any elements in the drama script Roh by Wisran Hadi. The source of this research is the drama script Roh by Wisran Hadi written in June 1998 in Pagaruyung, West Sumatra. The script of this play has four acts with 29 pages. The drama script Roh is one of the best scripts by Wisran Hadi and won the 2nd place award in the 2003 DKJ competition. The drama script Roh by Wisran Hadi was published in the Sobrat drama script collection. Published by PT. Grasindo Jakarta 2003. The results of this study are in accordance with the initial objectives, the process of obtaining data is carried out through various stages, starting from the stage of recording data, classifying data and analyzing data. This research was conducted to prove that within the intrinsic elements of Wisran Hadi's dramae Roh, there is a concrete and significant relationship so that a literary work can be enjoyed in every verse of the written word

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Syukri, Muhammad, Prima Mytra i Fatimah Hidayahni Amin. "BUILDING COMMUNITY THROUGH LOCAL DRAMA ACTIVITIES IN THE CLASSROOM". Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 25, nr 2 (30.12.2022): 358–74. http://dx.doi.org/10.24252/lp.2022v25n2i15.

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Using a local history approach as an embedded medium can increase student engagement and achieve the goals of the learning process. The purpose of this study was to find out how to build student community through local historical drama in drama class activities. This study uses mixed methods, with observation and questionnaires as data collection instruments. Using a purposive sampling technique, 75 students were selected as a sample from a population of 3,225. Data were analyzed by Quant-Qual and interpreted by descriptive accounting. The results showed that there were no students who commented badly about the use of techniques in local historical dramas. Researchers recommend using this approach in the learning process, especially in learning English and how to build student’s community. Abstrak: Menggunakan pendekatan sejarah lokal sebagai media yang melekat dapat meningkatkan keterlibatan siswa dan mencapai tujuan dari proses pembelajaran. Tujuan penelitian ini adalah untuk mengetahui bagaimana membangun komunitas siswa melalui drama sejarah lokal dalam kegiatan drama kelas. Penelitian ini menggunakan metode campuran, dengan observasi dan kuesioner sebagai instrumen pengumpulan data. Dengan menggunakan teknik purposive sampling, dipilih 75 siswa sebagai sampel dari populasi sejumlah 3.225. Data dianalisis dengan Quant-Qual dan diinterpretasikan dengan akuntansi deskriptif. Hasil penelitian menunjukkan bahwa tidak ada satupun siswa yang berkomentar buruk tentang penggunaan teknik dalam drama sejarah lokal. Peneliti merekomendasikan penggunaan pendekatan ini dalam proses pembelajaran, khususnya dalam pembelajaran bahasa Inggris dan bagaimana membangun komunitas siswa.

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Sancar, F., S. Şahin, G. Şahin i N. Eren. "The Assessment of a Drama Therapy Process for Patients with Severe Psychiatric Patients". European Psychiatry 41, S1 (kwiecień 2017): S615. http://dx.doi.org/10.1016/j.eurpsy.2017.01.981.

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IntroductionDrama therapy is a useful therapy method for improving the life quality of psychiatric patients. Drama therapy is a rehearsal of everyday life. In this therapy method, clients actively join the creative process in order to better understand their life experiences.ObjectivesDrama therapy may improve patients’ ego functions, psycho-social and self-expression abilities, problem-solving skills, real-life adaptations and contribute to patient's psychiatric treatment.AimThe main aims were to examine the curative effects of drama group therapy and the effects of drama therapy on functionality in psychiatric patients.MethodThe study was performed at the Istanbul University Faculty of Medicine. Patients were referred from the Psychiatry Polyclinic of this university to Art Therapy and Rehabilitation Program. Drama therapy is an applied drama-based art group therapy. The 10 subjects in our study, ranged from 20 to 50 years old. This therapy group gathered once a week for a ninety minute session. Subjects continued their medical care and received psychotherapy throughout the 24-week study. The therapy plan included an introduction, a warm-up session, a drama therapy work and a sharing session. Patients were assessed in pre and post-treatment with Global Assessment of Functioning and Wilcoxon Signed Ranks Test was used for statistical analysis. Yalom's Group Curative Factors Scale was applied.ResultThere was a significant decrease in loss of functioning (P < .05). In Group Curative Factors, the means of hope, identification, group cohesion and altruism were determined high.ConclusionOur study demonstrates that drama therapy has positive effects on patients with severe psychiatric patients.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Luu, Thuy Trung. "Drama in Ho Chi Minh City literature and art life". Science and Technology Development Journal 18, nr 4 (30.12.2015): 47–60. http://dx.doi.org/10.32508/stdj.v18i4.960.

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In the history of Vietnamese drama, Saigon was one of the places absorbing Western drama from the early time. Although drama in Saigon-Ho Chi Minh City didn’t develop in a smooth and straight way, it was a continuous and unbroken process. This process brought in strong development of drama in Ho Chi Minh city in two decades of the late 20th century and the early 21st century. However, in recent years, drama in Ho Chi Minh City seems to proceed slowly, which reflects some irrational aspects from drama script, performance art to performance operation. Therefore, it’s high time to review the whole history of drama in Saigon-Ho Chi Minh City to collect experiences for the steady development of drama in this City in the future.

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Zhuang, Shubin, i Ruiyang Qin. "Research on the Marketing and Promotion of Boys' Love drama on Weibo from the Perspective of Fan Culture". BCP Business & Management 17 (23.02.2022): 223–35. http://dx.doi.org/10.54691/bcpbm.v17i.396.

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In the Internet era, the market has put forward higher requirements for the drama marketing and promotion on Weibo. Besides, the IP craze such as fan culture and boy’s love (BL) drama has brought new opportunities and challenges. The paper starts with a quantitative content analysis of the drama Guardian and The Untamed which are popular in recent years, looks into the influence of fan group and BL culture on Weibo’s drama marketing and promotion based on the super group and official account, and puts forward corresponding strategies and suggestions. The study finds that producers, celebrities and fans are interconnected. Among them, fans take the navigating position whereas producers and celebrities are responsible for producing the content targeted at fan groups and exploring the methods of traffic monetization with grasping the emotional and economic model of fan culture. However, in this process, there are also problems such as capital and platform power misuse, the irrational activities. Therefore, more normative guidance of the BL adaptation culture and BL dramas needs to be put on the agenda.

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권두현. "The Birth and Institutionalization Process of Drama Concours -Political Economics of Dongailbo drama concours-". Journal of Korean drama and theatre ll, nr 31 (kwiecień 2010): 11–56. http://dx.doi.org/10.17938/tjkdat.2010..31.11.

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Gyokery, Lisa, Van Va Lam, Norifumi Hida, Su-youn Kim, Antri Efthymiou, Wendy Frost, Janine Lewis i Kirsten Broekman. "Drama: same difference: diversity and mutuality of process and practice – National Drama Conference 2011". Research in Drama Education: The Journal of Applied Theatre and Performance 17, nr 1 (luty 2012): 145–55. http://dx.doi.org/10.1080/13569783.2012.649022.

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Simons, Sara M. "Process drama and sex education: Advocating for drama-based components of adolescent health initiatives". Journal of Applied Arts & Health 2, nr 2 (22.08.2011): 113–23. http://dx.doi.org/10.1386/jaah.2.2.113_1.

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Dalziel, Fiona, i Erika Piazzoli. "“It comes from you”: Agency in adult asylum seekers’ language learning through Process Drama". Language Learning in Higher Education 9, nr 1 (26.07.2019): 7–32. http://dx.doi.org/10.1515/cercles-2019-0001.

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Abstract In this paper, we present a study of adult asylum seekers learning Italian as a Second Language through Process Drama. Adopting an ecology of language approach, we first set the scene by examining some of the most salient issues regarding the language learning needs of asylum seekers and refugees, including the challenge of fostering both language proficiency and a sense of autonomy and agency. We then introduce the topic of performative, or drama-based pedagogy, focussing on how this has been adopted for second-language learning, presenting the main features of Process Drama. We go on to evaluate a number of drama-based projects aimed specifically at adult asylum seekers and refugees before presenting the specific context of this study. The Process Drama sessions, organised in the 2016/2107 year, were part of a project called “Cultura e Accoglienza”, which allowed for the enrolment of 30 asylum seekers as “guest students” at the University of Padova in Northern Italy. In particular, we look at one of the Process Drama sessions, in which the participants became members of an association of community workers welcoming migrants, and the teacher took on the role of the asylum seeker. Through the dramatic frame, we, as facilitators, drew on the learners’ expertise in settling into the Italian culture, and in welcoming new arrivals. Our aim was that of using ‘time’, ‘place’ and ‘role reversal’ as distancing devices to challenge the notion of ‘otherness’. The analysis from videos, focus groups and teacher journals suggests that the drama gave participants the chance to shift perspective, and that this impacted on their sense of agency as second language learners.

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Alam, Sohaib, i Basem Okleh Salameh Al-Hawamdeh. "Dynamics of integration of process drama in EFL classrooms: A holistic approach of activity based pedagogy". e-mentor 96, nr 4 (październik 2022): 70–81. http://dx.doi.org/10.15219/em96.1580.

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Theatre/drama is an art form that conveys feelings and emotions, as well as thoughts and concerns from the history of human civilisations. Theatre and drama have been used and defined for educational purposes in many different ways. They can be effectively assimilated in language classes to achieve a communicative goal through the integration of four basic language skills (LSRW), and are a powerful tool for engaging students with content. Drama engages students in social contexts where they can think, imagine, talk, manipulate concrete materials and share their views on various social issues. This study uses a quantitative method to collect data from respondents and explores students' perspectives on the use of drama techniques for educational purposes. This paper aims to explore the main problems and challenges faced by teachers in real classroom situations. It also describes how educational drama activities can be assimilated into second-language classrooms, and highlights the strategies of role-play, visualisation and classification, as well as how they can be used in the classroom. It also aims to discuss how drama techniques can be effectively improvised and implemented in English language teaching in an EFL/ESL context.

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Değirmenci Uysal, Nuriye, i Fatih Yavuz. "Language Learning Through Drama". International Journal of Learning and Teaching 10, nr 4 (30.10.2018): 376–80. http://dx.doi.org/10.18844/ijlt.v10i4.766.

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This study presents a review of the literature regarding the impact of drama on dimensions of second/ foreign language learning. The paper first discusses the importance of integrating drama into the second/ foreign language learning process and the role of teachers and students in the learning process. Then, after introducing the pedagogical and linguistic aspects of using drama techniques in the language classroom in a broader perspective, it focuses on the drama-oriented verbal and nonverbal exercises. Next, the paper reviews the studies on the language learning through drama, and concludes that using drama in language teaching would facilitate emotional and social development in addition to language development of students while it points out that the number of studies on the issue is limited.

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Wijayanti, Okto. "Multiple Intelligences in Learning Musical Dramas for Prospective Primary School Teachers". JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 4, nr 1 (20.02.2021): 98. http://dx.doi.org/10.33578/jtlee.v4i1.7872.

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Prospective teachers who get the 7th semester of Drama and Dance Education courses must have competence, one of which is that the teacher can present interesting learning for children with a drama approach, as a multidisciplinary knowledge that can be taught using role playing methods that are taught more interesting, fun, meaningful, interactive and rich experience. As a student, you can develop multiple intelligence in this subject. Programmed and scheduled musical drama training systems are indeed interesting, because each student is given the freedom to give assessments, provide reinforcement, support, correct weaknesses, mistakes and even object to the work of other groups with the strengths and points of view of the subjectivity expressed by each. students. As a result, sportsmanship is needed in this regard. Through an empirical qualitative approach, with lesson study-based inductive thinking logic. This study aims to describe the various intelligences that appear in learning dance drama, especially the work practice of dance drama projects (musical dramas), both individually and in groups obtained from the performance appraisal contained in the instrument. Important notes in the discussion found several findings about the application of Multiple Intelligences in learning dance and drama, namely: 1) Tools to achieve success that are more concerned with the process of achieving results, 2) Integrative Learning dance drama combines various intelligences, 3) Learning dance and dance drama becomes full of challenges, and more fun, 4) Care for the individual differences of students so that emotional management is needed, 5) Instructional based learning is firm and clearly measurable, 6) The importance of reflection for further improvement, 7) Clarity of goals, achievement of competence and each student's feedback needs to be done.

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Cowburn, Ben. "Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part Two: Process Drama and Language Teachers". JALT PIE SIG: Mask and Gavel 2, nr 2 (październik 2013): 4–20. http://dx.doi.org/10.37546/jaltsig.pie2.2-1.

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To explore language teachers’ attitudes to using drama activities, and to determine the level of use and understanding of process drama techniques in language classrooms, a survey was carried out. The results showed a high level of support for the benefits many theorists and researchers have claimed for the use of drama activities in language learning. They also showed that process drama techniques were used to a lesser extent than activities such as warmup games and scripted roleplays. Following the survey, a workshop was planned, to explore language teachers’ responses to using process dramabased techniques. The workshop was designed to include a number of process drama activities, including Mantle of the Expert, Teacher in Role, Tableau and Improvisation. The feedback from the workshop showed enthusiasm for these techniques, and for their potential use in language teaching.

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Tri Widyahening, Christiana Evy, i Ulupi Sitoresmi. "INTEGRATED LEARNING IN DRAMA COURSE USING YOUTUBE". RESEARCH FAIR UNISRI 5, nr 1 (12.02.2021): 92. http://dx.doi.org/10.33061/rsfu.v5i1.4571.

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The purpose of this study was to explain and describe the application of integrated learning in digital-based Drama learning to 6th semester students at Slamet Riyadi University, Surakarta. This research is a qualitative descriptive study with a single case study type which only examines one research subject. The research subjects were students in semester VI in the English Education Study Program, Unisri Surakarta. This study uses the steps proposed by Miles and Huberman. The research location is in semester VI of the English Language Education Study Program, FKIP, Slamet Riyadi University Surakarta and in the central library of the Slamet Riyadi University Surakarta. The results showed that the application of integrated learning in digital-based drama learning was very good and interesting. This is also supported by four student language skills that are increasing, namely writing, reading speaking and listening. In addition, students are also increasingly able to cultivate creative power, cooperation between friends, foster sympathy and empathy, and self-confidence through drama scripts that they write themselves. They then played their work in front of the camera screen and uploaded it through YouTube social media so that the wider community could watch their role play. This is a challenge in itself for students and it makes them even more trying to give their best from the first stage, namely the process of writing drama scripts, practicing playing dramas, playing roles, and in the final stage they upload the results of playing these roles to YouTube social media. The effectiveness of integrated learning is reflected in the meaning of learning. Meaningful learning produces students who are active in a fun teaching and learning process, resulting in two-way communication between lecturers and students. Fun learning will run well if the lecturer has high creativity and has variations in the teaching and learning process so that the end result is that students can get good and meaningful learning achievements. Keywords: Integrated Learning, Drama Learning, Qualitative Descriptive, Case Study, YouTube

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Lawson, Glyn, Michael Brown, Tim Coughlan, Anne Floyde, Sharon Baurley, Meretta Elliott, Therese Koppe i Allen Tsai. "Enhancing the Design Process with Drama-Related Methods". Design Journal 19, nr 4 (3.07.2016): 605–23. http://dx.doi.org/10.1080/14606925.2016.1176341.

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Bundy, Penny. "Using drama in the counselling process: theMoving Onproject". Research in Drama Education: The Journal of Applied Theatre and Performance 11, nr 1 (luty 2006): 7–18. http://dx.doi.org/10.1080/13569780500437564.

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Nielsen, Thomas Rosendal, i Kjersti Hustvedt. "Operational sequencing: coping with contingency in process drama". Research in Drama Education: The Journal of Applied Theatre and Performance 22, nr 4 (26.07.2017): 553–69. http://dx.doi.org/10.1080/13569783.2017.1358081.

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Cowburn, Ben. "Standing in Dorothy’s Shoes: What Can Language Teachers Learn from Dorothy Heathcote? Part Three: Process Drama in a Real-World Context". JALT PIE SIG: Mask and Gavel 4, nr 1 (październik 2015): 6–24. http://dx.doi.org/10.37546/jaltsig.pie4.1-1.

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Based on research into the benefits of using process drama techniques in language teaching, guidelines for planning process drama-based language lessons were created. Using these guidelines as a starting point, two workshops were planned and carried out, with the main aim of introducing Korean elementary school teachers to process drama. The workshops featured activities based on techniques pioneered by Dorothy Heathcote and other practitioners. These activities were linked by a narrative inspired by the university the workshops took place in, introduced by the workshop leader working in-role. The feedback from the workshops showed high level of engagement, and support for the use of process drama in the teachers' future lessons.

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