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Drama education curriculum by drama specialist in early childhood education

机译：戏剧专家在幼儿教育中的戏剧教育课程

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摘要

In this case study I explore drama education for young children in an early childhood program at a private school. Drama specialists, as their title indicates, have specialized knowledge and experience in the field of drama that classroom teachers typically do not possess. Because drama specialists and classroom teachers have different knowledge-base and specialties, they can expand and complement their specialties through collaboration. This research addresses two primary topics: (a) the nature of the operational drama curriculum taught by a drama specialist and (b) the nature of collaboration among the drama specialist and two classroom teachers for the drama curriculum. Data sources include observations of 9-week drama program for one kindergarten and two first grade children and interviews with the three teachers directly involved as well as with other school staff.;In contrast to the classroom teachers' drama instruction, the drama specialist has emphasized exploration, representation, and expressivity within a well-defined structure of the lesson. Unlike academic subjects, drama highlighted student's expression and communication of ideas and feelings using their bodies. Students' learning about drama and learning through drama occurred through the specialist's instruction of drama vocabulary and structure/elements of dramatic stories well combined with drama practice.;Although collaboration between teachers was highlighted in the official school core belief, its practice was minimal. This was attributed to insufficient communication about each one's teaching values and shared goals, and undefined responsibilities for the program between the teachers. The drama specialist's perception as an outsider of the early childhood field also did not bring her to have a strong leadership in her drama sessions. I conclude this dissertation by discussing what can contribute to a successful collaboration, including having a systematic structure for collaboration, a co-constructed curriculum, and staff development.
机译：在本案例研究中，我探讨了在一所私立学校的幼儿课程中对幼儿的戏剧教育。顾名思义，戏剧专家在戏剧领域具有专门知识和经验，这是课堂教师通常不具备的。由于戏剧专家和课堂老师具有不同的知识基础和专业，因此他们可以通过协作来扩展和补充他们的专业。这项研究涉及两个主要主题：（a）由戏剧专家教授的操作性戏剧课程的性质，以及（b）戏剧专家与两名课堂教师就戏剧课程进行合作的性质。数据来源包括对一个幼儿园和两个一年级孩子进行的为期9周的戏剧节目观察以及与三名直接参与的老师以及其他学校工作人员的访谈;与课堂老师的戏剧教学相反，戏剧专家强调在明确定义的课程结构中进行探索，表示和表达。与学术科目不同，戏剧强调了学生通过身体表达和交流思想和情感的能力。学生对戏剧的学习和通过戏剧的学习是通过专家对戏剧词汇的指导以及戏剧故事的结构/要素与戏剧实践的完美结合而实现的；尽管官方学校的核心信念强调了教师之间的合作，但实践却很少。这是由于关于每个人的教学价值观和共同目标的交流不足，以及教师之间对计划的不确定责任。这位戏剧专家被认为是幼儿领域的局外人，这也没有使她在戏剧界拥有强大的领导才能。最后，我通过讨论什么可以对成功的协作做出贡献，包括建立协作的系统结构，共同构建的课程表和员工发展。

著录项

  • 作者

    Wee, Su-Jeong.;

  • 作者单位

    University of Illinois at Urbana-Champaign.;

  • 授予单位 University of Illinois at Urbana-Champaign.;
  • 学科 Early childhood education.;Curriculum development.;Art education.;Theater.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 190 p.
  • 总页数 190
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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