分析觀眾反應： 以《1894香港鼠疫》教育劇場為例 Analyzing Audience Responses: The Case of 1894 Hong Kong Plague Theatre in Education Programme
Abstract
教育劇場（Theatre in education, TIE）是「應用劇場」模式之一， 是以劇場介入教育的實踐，運用不同觀眾參與模式，讓觀眾在戲劇 行動內或行動外探索相關的議題，認識自己的想法、反思體驗和思 考問題。那麼，教育劇場觀眾的觀演體驗是一個怎樣的學習歷程？ 此外，用甚麼方法分析教育劇場觀眾的反應最為有效？本論文以香 港一個名為《1894香港鼠疫》教育劇場計劃的個案研究為例探討上 述問題。這教育劇場計劃運用風格化的戲劇形式配合表演前後的戲 劇活動，意圖提供主流鼠疫歷史論述以外的另一個說法。本文借用 傑克遜（Anthony Jackson）的教育劇場框架構架和霍爾（Stuart Hall）的編碼╱解碼理論，分析這些年輕觀眾看演出時讓他們專注 和分心的東西；闡釋他們磋商劇場觀演體驗和建構意義的學習歷 程。最後，文末會從《1894香港鼠疫》這項研究反思教育劇場的另 類實踐和展望觀眾研究的未來。
關鍵詞：《1894香港鼠疫》教育劇場計劃；教育劇場的框架構 架；霍爾的「編碼╱解碼」理論；磋商觀演體驗；教育劇場觀眾研究
Theatre in education (TIE) is a form of applied theatre that concerns the use of theatre and drama for educational purposes. It is interventionist in nature, and deploys different modes of audience participation to engage its audience within or out of the dramatic acts to explore the issue at stake. Students are invited to revisit and reflect on the knowledge they received and rethink what they have taken for granted. Then a crucial question that follows: What would make the most useful methods of analyzing audience responses in a TIE programme? What is the learning process through theatre like? This paper discusses these questions by drawing findings from a study of TIE programme, 1894 Hong Kong Plague, conducted in Hong Kong in 2014. The programme intended to offer an alternative discourse to the local plague history by utilizing a stylized form of theatre performance and a set of pre- and post-performance activities. In light of Anthony Jackson’s framing in educational theatre and Stuart Hall’s encoding-decoding theory of communication, the paper analyses what attracted and distracted the young audience at 1894 Hong Kong Plague programme. It examines the process through which the students negotiate their live aesthetic encounter and their understanding of the history at issue. At the end, the paper reflects on the implications of the case for TIE audience study.
Keywords: 1894 Plague in Hong Kong Theatre in Education (TIE) programme, framing in educational theatre, Stuart Hall’s encoding-decoding theory of communication, negotiating theatrical experiences, TIE audience study
Full Text:
PDF (繁體中文)References
張潔盈（2014）。異・常劇本。載於張潔盈（主編）， 《1894 香港鼠疫》教育劇場計劃結 集（頁34-47）。香港：香港教育劇場論壇有限公司。
張潔盈（2015）。歷史就是不斷的重演？取自 http://www.hkrep.com/articles/20151203/
章琍吟（2013）。教習劇場潛在性遊戲空間之營造探究：以教習劇場兩部作品為例（碩士論 文）。臺灣：國立臺南大學博碩士論文系統。
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，1，37-56。
許瑞芳（2011）。教習劇場與歷史的相遇：《一八九五 開城門》與《彩虹橋》導演作品說 明。臺北市：秀威資訊科技股份有限公司。
舒志義（2010）。文化符號與劇場符號：鄧氏古蹟劇場中的道德與方法。亞洲戲劇教育學 刊，1，57-68.
蔡奇璋、許瑞芳（編著）（2001）。在那湧動的潮音中：教習劇場 TIE。臺北市：揚智文化 事業股份有限公司。
羅婉芬（2014）。《1894 香港鼠疫》教育劇場計劃研究報告。載於張潔盈編，《1894 香港 鼠疫》教育劇場計劃結集（頁48-79）。香港：香港教育劇場論壇有限公司。
譚寶芝（2010）。青少年觀眾的審美回應：以“昆蟲世界”作個案研究。藝術教育研究， 20，67-92。
香港教育劇場論壇（2014）。《1894・香港鼠疫》教育劇場演出節錄。取自https://www. youtube.com/watch?v=Ck42GqUt83s
香港醫學博物館。取自http://www.hkmms.org.hk/zh/aboutus/the-museum/
Chan, Y. L. P. (2010). Audience participation, aesthetic distance and change: reflections on fifty square feet, a theatre-in-education programme on urban poverty. Applied Theatre Researcher/IDEA Journal, 11, 1-15.
Elam, K. (2002). The semiotics of theatre and drama. London; New York: Routledge.
Felner, M., & Orenstein, C. (2006). The audience, partners in performance. In The world of theatre: Tradition and innovation (pp. 24-47). Boston: Pearson/Allyn and Bacon.
Hall, S. (1980). Encoding/decoding. In S. Hall, D. Hobson, A. Lowe, & P. Willis (Eds.). Culture, media, language: Working papers in cultural studies, 1972-79 (pp. 117-127). London; New York: Routledge in association with the Centre for Contemporary Cultural Studies, University of Birmingham.
Holstein, J. A., & Gubrium, J. F. (1995). The active interview. Thousand Oaks: SAGE Publications.
Hull, D., & Readman, G. (2009). Participatory theatre-in-education: An evaluation of children’s role taking, based upon Giant and Hero from Language Alive! In J. Shu & P. Chan (Eds.). Planting trees of drama with global vision in local knowledge: IDEA 2007 dialogues (pp. 205-221). Hong Kong: Hong Kong Drama/Theatre and Education Forum Limited and International Association of Theatre Critics (Hong Kong).
Jackson, A. (2000). Inter-acting with the past: The use of participatory theatre at museums and heritage sites. Research in Drama Education: The Journal of Applied Theatre and Performance, 5(2), 199-215. DOI: 10.1080/713692887
Jackson, A. (2007). Theatre, education and the making of meanings: Art or instrument? Manchester [England]: Manchester University Press; New York: Disbributed exclusively in the USA by Palgrave.
Jackson, A. (2013). Education or theatre? The development of TIE in Britain. In A. Jackson, & C. Vine (Eds.). Learning through theatre: The changing face of theatre in education (pp. 21-40). Abingdon, Oxon; New York: Routledge.
Nicholson, H. (2009). Activism and education: The theatre-in-education movement. In Theatre & education (pp. 22-28). Basingstoke: Palgrave Macmillan.
Nicholson, H. (2011). Theatre, education and performance: The map and the story. Houndmills, Basingstoke, Hampshire; New York: Palgrave Macmillan.
O’Connor, P., O’Connor, B., & Welsh-Morris, M. (2006). Making the everyday extraordinary: A theatre in education project to prevent child abuse, neglect and family violence. Research in Drama Education, 11(2), 235-245.
O’Toole, J. (1976). Theatre in education. London: Hodder and Stoughton.
O’Toole, J. (2009). Writing everyday theatre: Applied theatre, or just TIE rides again? Research in Drama Education: The Journal of Applied Theatre and Performance, 14(4), 479-501. DOI: 10.1080/13569780903285982
O’Toole, J., Burton, B., & Plunkett, A. (2005). Cooling conflict: A new approach to managing bullying and conflict in schools. Frenchs Forest, N.S.W.: Pearson Longman
O’Toole, J., Adams, R. J., Anderson, M., Burton, B., & Ewing, R. (Eds). (2014). Young audiences, theatre and the cultural conversation. Dordrecht: Springer.
Prendergast, M., & Saxton, J. (Eds). (2009). Applied theatre: International case studies and challenges for practice. Bristol [England]: Intellect.
Reason, M. (2006). Young audiences and live theatre, Part 1: Methods, participation and memory in audience research. Studies in Theatre and Performance, 26(2), 129-145.
Reason, M. (2010). The young audience: Exploring and enhancing children’s experiences of theatre. London: Trentham Books.
Starling, A. E., & Hong Kong Museum of Medical Sciences Society. (2006). Plague, SARS and the story of medicine in Hong Kong. Hong Kong: Hong Kong University Press.
Vine, C. (2013). “TIE and the theatre of the oppressed” Revisited. In A. Jackson, & C. Vine (Eds.). Learning through theatre: The changing face of theatre in education (pp. 60-80). Abingdon, Oxon; New York: Routledge.
Winston, J. (2001). Drug education through creating theatre in education. Research in Drama Education: The Journal of Applied Theatre and Performance, 6(1), 39-54. DOI: 10.1080/13569780020031780
Winston, J., & Strand, S. (2013). Tapestry and the aesthetics of theatre in education as dialogic encounter and civil exchange. Research in Drama Education: The Journal of Applied Theatre and Performance, 18(1), 62-78. DOI: 10.1080/13569783.2012.756178
Refbacks
- There are currently no refbacks.