如何以新聞事件為前文本設計戲劇 課程——以《海的教案》為例 How to Plan a Drama Lesson with Hot News as the Pretext - Taking "The Sea Project" as an Example
Abstract
2011 年 3 月 11 日下午 1 點 46 分,日本東北地方的宮城縣外海 發生了芮氏規模 8.9 的大地震,所引發的十公尺海嘯隨之淹沒了 日本沿海大片地區。這個事件引發台灣社會高度的關注,也產生 了一些效應,促使筆者設計相應的戲劇課程,引導參與者探索: 「當不可抗力的天災發生,我們可以做些什麼?」本論文即以這 個課程計畫的發展歷程為例,分享筆者以新聞事件作為前文本設 計戲劇課程的考量、藝術的選擇,以及流程的規畫。
關鍵詞:戲劇課程設計、前文本、新聞事件
The earthquake and the subsequent tsunami taking place in Japan on 11 March 2011 concerned Taiwanese society a lot. It prompted me to devise a drama lesson with this hot news as its pretext, so as to help the participants consider what one can do when an unexpected and inescapable calamity happens. Seeing that lesson planning, in addition to teaching tactics, is also a great challenge for drama teachers and worthy of study, this paper shares the thorough planning process of the above-mentioned drama lesson, particularly regarding the issues such as ethical concerns, artistic selection, and course structure.
Keywords: Drama lesson planning, pretext, hot news
Full Text:
PDF (繁體中文)References
陳韻文(2009)。戲劇無盡藏——以戲劇通識課程開展美感經驗與全人教育。「2009藝術通 識教育課程與教學研討會」發表之論文,台北藝術大學。
陳韻文(2010)。台灣當代戲劇教育探究。亞洲戲劇教育學刊,1(1),81-96。
陳仁富、黃國倫(譯)(2010)。透視戲劇:戲劇教學實作指南(原作者:J. Neelands)。台北:心理。(原著出版年:1984)
公視新聞網(2011 年 3 月 21 日)。災難畫面刺激,求助身心科民眾增。【影音資料】
http://www.youtube.com/watch?v=lbX4KIHQICY 許瑞芳(2010)。如何運用教習劇場說歷史——以《一八九五 開城門》為例。亞洲戲劇教
育學刊,1(1),37-56。
Ackroyd, J. (2004). Role reconsidered: A re-evaluation of the relationship between teacher-in-role and acting. Stoke on Trent: Trentham Books.
Bolton, G. M. (1998). Acting in classroom drama: A critical analysis. Birmingham: University of Central England.
Bowell, P. & Heap, B. (2001). Planning process drama. London: David Fulton.
Bowell. P. & Heap, B. (2005). Drama on the run: A prelude to mapping the practice of process drama. Journal of Aesthetic Education,39 (4), 59-69.
Bundy, P. & Dunn, J. (2006). Pretexts and possibilities. Drama Queensland Says, 29 (2), 19-20.
Dickinson, R. & Neelands, J. (2006). Improving your primary school through drama. London:David Fulton.
Dunn, J. (2011, October). Contemporary theories and practices in drama education: Challenges and possibilities. Keynote speech delivered at International Conference of “Drama Education, Application and Research - Forming the Asian Perspective”, Tainan.
Eisner, E. (1998). What do the arts teach?. The International Journal of Arts Education (國際藝術教育學刊), 1 (1), 1-25.
Fleming, M. (1994). Starting drama teaching. London: David Fulton.
Heathcote, D. (1980). Signs and portents. In Johnson, L. & O’Neill, C. (Eds.), Collected writings on education and drama. (pp. 160-169). Illinois: Northwestern University Press.
Neelands, J. (1984). Making sense of drama: A guide to classroom practice.
Neelands, J. (2004). Beginning drama: 11-14. London: David Fulton.
Neelands, J. (2009). The art of togetherness. In O’Connor, P. (Ed.), Creating democratic citizenship through drama education: The writings of Jonothan Neelands (pp.131-142). Stoke on Trent: Trentham Books.
Neelands, J. & Goode, T. (2000). Structuring drama work: A handbook of available forms in theatre and drama. Cambridge: Cambridge University Press.
O’Neill, C. (1995). Drama worlds: A framework for process drama. Ohio: The Ohio State
University.
O’Neill, C. (1991). Artists and models. In P. Taylor & C. D. Warner (Eds.), Structure and
spontaneity: The process drama of Cecily O’Neill (pp.119-125). Stoke on Trent: Trentham
Books.
O’Toole, J. (2005, July). The giant at the door – Establishing drama in educational contexts. Keynote speech delivered at Taiwan Educational Drama/Theatre International
Congress, Taipei.
O’Toole, J. & Dunn, J. (2002). Pretending to learn. Sydney: Pearson Education.
Readman, G. & Lamont, G.(1994). Drama: A handbook for primary teachers. Wetherby: BBC Educational Publishing.
Stinson, M. (2008, October). In praise of uncertainty: A perspective on the curriculum development process. Keynote speech delivered at International Conference on Drama Education and Application, Tainan.
Refbacks
- There are currently no refbacks.