Drama in teaching(day time)教學(xué)中的戲劇

Dramain

teachingCONTENTSIntroductionValueofDramainTeachingApproachesDesignTeachingDemonstrationShortcomings&SuggestionsExperienceSharingConclusionBibliographyIntroductionWesternDramavs.“Xìjù(戲劇)”“Huàjù(話劇)”DramainTeachingWesternDrama

ClassicalGreece16th&17thcenturies19th

century…VS.“Xìjù(戲劇)”“Huàjù(話劇)”TangDynastyYuanDynastyEarly20thCenturyWesternDramaChineseDrama“Huàjù(話劇)”Family BreakingoutofGhostPagoda Thunderstorm PekingPeople MetamorphosisunderthestarAmericanhouse Crownourselveswithroses Beforethedawnwindrises Menandwomeninwildtimes TheYoungGeneration Theartillerycommander’ssonOppression AWaspTheotherside TheBusstop oShixingBirdmen TheWorld’stoprestaurantUnderShanghaiEaves Thegreatesteventinlife Cheevara Cathayvisions YamaChao UncleDoggie’sNirvanaTeahouse Secretloveinpeachbossomland

Wildernessandman Whoisthestrongestofusall? Mother’swatermirror Thedeadvisitingtheliving Flowerandsword Thelegendofoldbawdytown PanChinlien Afterreturninghome JiangQingandherhusbands IfIwerereal KuanHanching Thenightthetigerwascaught Oppression WhereloveabidesInalandofsilenceTheredlantern HaiJuidismissedfromofficeReturnonasnowynight Oldforest Windsweptblossoms Blackstones Geologists Cuckoosingsagain WuFeng Chronicleofwomen Greenbarracks WildgrassNationalSalvationCorporationltdIt’sonlyspring,Springtime“Huàjù(話劇)”cont.DramainTeachingWhatis"dramainteaching"HistoryPresentSituationsInGeneralInTCFL“LanguageArtsandLinguisticsConference”DramainTeachingWhatis"dramainteaching"?“…alltheinteractive[drama]practicesthathelpaidtheeducationalprocess.”---TheAppliedandInteractiveTheatreGuide“…[for]wholepersondevelopment,suchascriticalthinking,civicandethicalengagement,andteam-membershipandleadershipskills(Thompson2006).”DramainTeachingWhatis“dramainteaching”?（Cont.）meansofteachinglanguagesinLanguageArts;“Dramaisoftenusedasapartoftask-basedlearning,throughtheuseofscenarios,inwhichstudentstakeonrolesandcollaborateonaddressingrealisticissuesinrealisticcontextsthroughwhichtheynaturalizevocabularyandrhetoricalstrategies(Ellis2003,Milling2005).”ethicsandinterculturalsensitivity(Nicholson1999);problemsolvingandeffectivecommunication(Thompson2006).DramainTeachingHistoryEarly20thcentury:HarrietFinlay-Johnson1960s:TIECompany1980s:“Drama…[served]theEnglishsyllabusandothersubjects.”DramainTeachingPresentSituationsIngeneral…longstandingresearchprogramsintotheoreticalquestionsofinteractivityandimmersivity(Feinsteinetal2002,Civitarese2008)....focuseslessoncorrectgrammarandmoreoncommunicativecompetence(Rasmussen2008).…theuseofdramatechniquesincomputer-mediatededucation,andinonlineandinteractivedrama(Murray1997,Collier1998,Collier1999,Tjie2002).DramainTeachingPresentSituationsInTCFLQ:Whydoes“DramainTeaching”gainlesspopularityinTCFLandevenintheAsiancontexttheninthewesternworld?DramainTeachingPresentSituations“LanguageArtsandLinguisticsConference”.hk/events/lal-/DramainTeachingPresentSituations“LanguageArtsandLinguisticsConference”

Whyusingdramainteaching?2024/4/24WesternclassicaldramasHamlet2024/4/24WesternclassicaldramasKing

Lear2024/4/24WesternclassicaldramasRomeoandJuliet2024/4/24ChinesepopularTVdramasApril

RhapsodyMeteorGarden2024/4/24ChineseMainlandmoderndramasTeahouseThunderstorm2024/4/24TaiwanesemoderndramasSecretLoveinPeachBlossomLand（暗戀桃花源）2024/4/24TaiwanesemoderndramasTheVillage

（寶島一村）2024/4/24TheValueofTeachinginDramaAwiderangeofoptionalcontentstoteachFromwesterndramastoChinesedramasFromclassicaldramastomoderndramasSonglyrics,dramas’backgroundinformationForteachingcontents:2024/4/24ExamplesThunderstormbyCaoYu民國(guó)2024/4/24TheValueofTeachinginDramaStudentsfromvariouscountriesDifferentopinionsaboutChineseculturalphenomenashowedinthedramaDiscusswitheachothertogetabetterunderstandingofChinesewaysofthinkingForteachingcontents:2024/4/24TheValueofTeachinginDramaIncludingallkindsofpractices:listening,speaking,reading,writingWatchandlistentotheoriginaldramaReadthescriptWriteandcreateone’sowndramaSpeakoutthelinesduringroleplayForteachingcontents:2024/4/24TheValueofTeachinginDramaTheabilitiesofworkingingroupsOnegroupshouldincludebothstudentscomingfromAsiaandstudentscomingfromwesterncountriesForstudentdevelopment:2024/4/24TheValueofTeachinginDramaStudentscontributemoreemotionandenergytothelearningprocessStudentscanbemoreconcentratedintheprocessofroleplayandevenmakeuseofsparetimetorecitelinesandsoonForstudentdevelopment:2024/4/24TheValueofTeachinginDramaRelaxingandenjoyablelearningenvironmentForclassenvironment:2024/4/24TheValueofTeachinginDramaCombinelanguagelearningwithsocialsituationsintherealworldAuthenticcontextsandlanguagematerialsHelpstudentsknowwhetherhisutterancesareappropriateE.g.——你今天穿得真好看

——哪里哪里Forclassenvironment:2024/4/24TheValueofTeachinginDramaTraditionalteaching:teacher-centered,Dramateaching:student-centeredShystudentshavechancestomakebreakthroughsUsingtargetlanguageboldly,noneedtoworryaboutsocialpenalty

Forteacher-studentrelationship:ApproachCommunicativePedagogyDevelopedbyEnglishlinguistD.A.Wilkinsin1976.SupportedbyfunctionallinguisticsexpertssuchasHalliday,AmericananthropologistsandsociallinguistssuchasHymes.CommunicativeLanguageTeaching,a“l(fā)earner-centered”teaching,hasthecharacteristicofemphasizingontheideaof“l(fā)earningthroughdoing”and“creatingarichearningenvironment.”Dramateachingcanputintofullpracticeof:interactivelearning,andcontent-basedlearning.Thisisbecauseteachingmaterialsofdramateachingistheplaytext.Adramatictextcanprovideacleartheme,virtualcharacters,realandmeaningfulsituations.36WholeLanguageApproachWholeLanguageApproachstressestheintegrityoflanguage,thecompletetrainingandapplicationoflanguage.Itemphasizesonthebalanceddevelopmentofthefourskills,listening,speaking,reading,andwriting;however,italsorequiresabasicfoundationoflisteningandspeakingfirst.CooperativeLearningDevelopedbyDavidW.JohnsonandRogerT.Johnsoninthe70’s.Inaclassroom,ateacherdivideshisstudentsintogroups.Intheprocessoflearning,studentsareencouragedtolearnfromoneanother,tosupportoneanother,toaccommodateindividualstrengthsandweaknesses,andtoshareresponsibilities.MultipleIntelligenceTheoryDevelopedbyHowardGardner,aHarvardUniversitypsychologist,in1983.Gardeneroriginallydividedhumanmindanditsoperationintosevenintelligences—Verbal/Linguistic,LogicalandMathematic,VisualandSpatial,BodilyKinesthetic,Intrapersonal,Interpersonal,andMusic.Thedecidingelementsofwhethertheseintelligenceswillgroworwitherinanindividualaretheinfluencesofnatureandnurture.DesignCourse

DesignMaterialsDesignActivitiesDesignDesignstepsDifferentiatedbasedonlanguageproficiencylevel

elementary／intermediate／advancedTime&PlaceTeacherrole

helper／valuerStudentrole

participant／centralCourse

DesignTextbook

dialogue－role-playSituation

in

restaurant,hospital,airport,school…

Script

Hamlet,themerchantofVenice,《茶館》,《雷雨》MaterialsDesignSimulation（模仿）Mime（啞?。㏑ole-play（角色扮演）Dubbing（配音）Improvisation（即興表演）ActivitiesDesign/watch?v=eZeppQRe4PMHowtouseinTCFL?Chinesesongs周杰倫、王力宏、蔡依林…Chineseprograms《》…Chinesemovies&teleplays《》…SimulationAsimulationactivityislikealivingtextbookwhichthelearnersplayalikelyperformanceofthesample.45

HowtouseinTCFL?Teachergesticulating&StudentsguessingTeachergiventopic&StudentsperformingMimeanon-verbalrepresentationofanideaorstorythroughgesture,bodilymovementandexpression/watch?v=1ArJVYMz9ycHowtouseinTCFL?TextbookdialoguesA&BOpen-endeddialoguesprovideaframeforstartingtherole-play

AB1)

InviteBtogooutwithyou1)Decline2)

Suggestanotherpossibility2)Accept

3)

Confirmarrangements3)AgreeRole-playinvolvingstudentsplayingimaginarypeopleinasettingorimaginarysituation.DubbingLearnersmixorre-recorddialoguesforthemutedvideointargetlanguage.HowtouseinTCFL?AppreciatingtargetvideoListeningcomprehension,Recreatingscenario,PracticeandRehearsalDubbingsoundtrackImprovisationImprovisationisreallyaplaylearnerscreatepeoplebyusingspeechandmovementwithoutascript.HowtouseinTCFL?Spontaneousimprovisation

asituation／theme／topic

(….Preparedimprovisation

dramatizedstory-telling:《三只小豬》《守株待兔》Setuptopic,timeandplaceFormulatestoryScriptwriting&correctionRecordvoicePrepare(clothes,props)RehearsalPerformance(video)feedbackDesignsteps2024/4/24DemonstrationBriefIntroductionTargetStudents:Intermediateorabove(HSK3rdlevelandabove)1.MasteryPINYIN2.UseChinesetoachievesomecommunicativetasks(e.g.dailylife,work,study…)3.HaveknowledgeaboutthecultureofChina

BriefIntroductionB.Teachingmaterials

TheskillofactorspeechartWordsintoworldSecondlanguagelearningthroughdramaInterpretationofThunderstomDrama雷雨Thunderstorm概要Synopsis人物關(guān)系Character

relationship劇本ScriptCharacterrelationship周樸園ZHOUpuyuan魯侍萍LUShiping周繁漪ZHOUFanyi魯貴LUGui周沖ZHOUChong魯大海LUDahai周萍ZHOUPing魯四鳳LUSifeng

ScriptReading

sì

fèng

jīnghuāngmā

四

鳳:（驚慌)媽！FENG：(inalarm):Mother!mā

fú

qǐ

sì

fèng

nǐ

wèi

shén

me

zǎo

bù

gēn

wǒ

shuō媽：（扶

起四鳳）你為什么早不跟我說(shuō)？MA:Whydidn’tyoutellmeeariler?sì

fèng

qì

bù

chéng

shēng

dì

mā

ráo

le

wǒ

ba

ráo

le

wǒ

ba四鳳：（泣不成聲地）媽，饒了我吧，饒了我吧。FENG(sobbingquietly):Oh,Mother,forgiveme,forgiveme.sì

fèngdītóuwǒpànínkàn

bu

qǐ

wǒ

bú

yào

wǒ四鳳：（低

頭）我

怕

您

看不起我，不要我。FENG(hangingherhead):Iwasafraidyoumightbeangrywithme,anddespiseme,andturnmeout.māchéntòngdì

yě

guài

mā

tài

hú

tu

le

wǒ

zǎo

jiù

gāi

xiǎng

dào

de

suān

kǔ

dì

hū媽：（沉

痛

地）也怪媽太糊涂了，我早就該想到的。（酸苦地，忽ér

kě

shéi

yòunéng

xiǎng

dào

shì

shàng

jiù

yǒu

zhè

yàng

de

shì

qíng

piān

yòu

jiào

wǒ

de

hái而）可誰(shuí)又

能

想到，世上就有這樣的事情，偏又叫我的孩zi

yùzhene子遇

著

呢？MA(sorrowfully):It’smyownfaultforbeingsostupid.Ishouldhavethoughtitbefore.Butwhocouldhaveexpectedanythinglikethis?Andtothingthatitshouldhavehappenedtomyownchildofallpeople!

Explanationsì

fèngdītóuwǒpànínkàn

bu

qǐ

wǒ

bú

yào

wǒ

四鳳：（低

頭）我

怕

您

看不起我，不要我。

<culturebackground>Guài

<blame>

怪

怨、責(zé)備。shì

shàng

<intheworld>

世上

世界上，人間。Piān

<against>

偏

與愿望、預(yù)料或一般情況不相同

yùzhe多音字polyphone

遇

著著(zhuó)落(luò)著(zháo)火(huǒ)

走(zǒu)著(zhe)

著(zhāo)數(shù)(shù)語(yǔ)氣助詞<modalpartical>Allthematerialsabovebasedon“XinhuaDictionary”57

ScriptReading

sì

fèng

jīnghuāngmā

四

鳳:（驚慌)媽！FENG：(inalarm):Mother!mā

fú

qǐ

sì

fèng

nǐ

wèi

shén

me

zǎo

bù

gēn

wǒ

shuō媽：（扶

起四鳳）你為什么早不跟我說(shuō)？MA:Whydidn’tyoutellmeeariler?sì

fèng

qì

bù

chéng

shēng

dì

mā

ráo

le

wǒ

ba

ráo

le

wǒ

ba四鳳：（泣不成聲地）媽，饒了我吧，饒了我吧。FENG(sobbingquietly):Oh,Mother,forgiveme,forgiveme.sì

fèngdītóuwǒpànínkàn

bu

qǐ

wǒ

bú

yào

wǒ四鳳：（低

頭）我

怕

您

看不起我，不要我。FENG(hangingherhead):Iwasafraidyoumightbeangrywithme,anddespiseme,andturnmeout.māchéntòngdì

yě

guài

mā

tài

hú

tu

le

wǒ

zǎo

jiù

gāi

xiǎng

dào

de

suān

kǔ

dì

hū媽：（沉

痛

地）也怪媽太糊涂了，我早就該想到的。（酸苦地，忽ér

kě

shéi

yòunéng

xiǎng

dào

shì

shàng

jiù

yǒu

zhè

yàng

de

shì

qíng

piān

yòu

jiào

wǒ

de

hái而）可誰(shuí)又

能

想到，世上就有這樣的事情，偏又叫我的孩zi

yùzhene子遇

著

呢？MA(sorrowfully):It’smyownfaultforbeingsostupid.Ishouldhavethoughtitbefore.Butwhocouldhaveexpectedanythinglikethis?Andtothingthatitshouldhavehappenedtomyownchildofallpeople!

ConfuciusInstitueTrierUniversity(German)

Re-Creation簡(jiǎn)化Simplification詳解Elaboration慢速

Slowerrate手勢(shì)Gesture其他Others

Re-Creationsì

fèngmā四鳳：媽！FENG:Mother!māwǒdeháizi

wǒ

de

kě

lián

de

hái

zi

nǐ

ràng

wǒ媽：我

的

孩

子，我的可憐的孩子。你讓我

hǎo

zhǎo

ya

好找呀。MA:Mychild,mypoorpoorchild.Itissohardtofindyou.sì

fèng

mā

ráo

le

wǒ

ba

ráo

le

wǒ

ba四鳳：媽，饒了我吧，饒了我吧。FENG:Oh,Mother,forgiveme,forgiveme.Mā

mā

bù

guài

nǐ

zǒu

gēn

mā

huí

qù

mā

téng

nǐ媽：媽不怪你，走，跟媽回去，媽疼你。MA:Itisnotyourfault,Letusgohome,Iloveyou.

AssessmentUsenativelanguagehabitnǐ

ràng

wǒhǎo

zhǎo

ya

你讓我

好找呀Misunderstandingmā

bù

guài

nǐ

媽不怪你Usenativelanguagehabitmā

téng

nǐ媽疼你

PlayDrama2024/4/24ShortcomingsandsuggestionsShortcomings①.ObjectiveFirst,dramaplaysasmallproportionintheteachingmaterialSecond,dramaisnotsuitableforexam-orientedcurriculumThethird,theteacherstudylackoftrainingindramaandtheydonnothaveadeepresearchindrama②.SubjectiveFirst,teachersteachthedramaasnoveldonnotconsidertheconflictabouttheroleSecond,teachersalwaysfocusonperformThird,agoodscarystoryfocusonaplotorwordsignoresthefocusofdramateachingSuggestions①.Thedramateachingshouldfocusontheanalysisofthecharacterconflictandthetasteofthesubtext,reflectsthestrongsenseofstage②.Inthedramacanadoptsituationalteachingmethodintheteachingprocess,andfeelthecharmofdrama,andthereadingmethodandresonatewiththecharacters③.Properanalysisstagedirectionsandtheroleofmusic,ishelpfulforstudentstograspthecharacteristicsofdrama,feelthecharmofdramaisdifferentExperiencesharingExperiencesharing1.DramainTeachingExperiencesExperiencesharing2.Dramainlearningexperience/v_show/id_XNDg5Njk1MTY4.htmlConclusion1.DevelopementreviewwesterncountriesWorldWarⅡChinaProfessorLi