:::

詳目顯示

回上一頁
題名:運用意象劇場「思辯」中學同儕提議:以《阿闍世王》為教學案例
書刊名:臺中教育大學學報. 教育類
作者:李其昌梁雅茹
作者(外文):Li, Chyi-changLiang, Ya-ju
出版日期:2015
卷期:29:2
頁次:頁39-63
主題關鍵詞:表演藝術教育阿闍世王疏離意象劇場靜像Performing arts educationEstrangeThe King of AjatasatruImage theatreTableau
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(0) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:0
  • 共同引用共同引用:2
  • 點閱點閱:7
鑑於表演藝術課程活動與教學有助於學生透過體驗去思辯切身的議題,本文擷取《阿闍世王》故事做為教學案例,即阿闍世王受朋友挑撥而監禁親人的事件,再透過「意象劇場」(image theatre)讓參加暑假成長營的中學生於戲劇課程中對應式學習如何思辯同儕的「提議」。為了讓中學生認清同儕的「挑撥」,先以阿闍世王「未生怨」到「生怨」的故事疏離學生,以客觀面對西元前五世紀所發生的事件,並對阿闍世王的解決方式有所思維與行動。也許故事中的主角沒有機會可以改變,但在劇場教育的課堂活動中,參與的學生有改變的權利;換言之,參與者是被容許將自己本身的經驗放入其中,並藉由分組加以展現,最後經由同儕欣賞與交流,讓學生辯證式地批判阿闍世王生怨的主因,在結論時再回返聚焦中學生切身相似的問題。在收回的問卷中驗證確能達成「養正」之效,故藉此案例實作教學之模式,提供教師們參考運用。
Experiencing instructive activities of Performing Arts is able to help students to consider and criticize the issues concerned by them. This essay takes the event in The King of Ajatasatru to approach Case Method, in which we linked up with Image Theatre to let the students who attended the drama workshop in the summer camp learn how to give and argue their opinions on the issue that Ajatasatru imprisoned his father because he was aflame at the provocation given by his friend. In order to let the high school students obtain a clear understanding on their peers’ “provocation,” we used Ajatasatru’s polar attitudes from “uncomplaining” to “complaining” as the V-effect to estrange the students who would be more objective to face the case occurred in the fifth B.C. and to judge why Ajatasatru resolved his problem by negative way. The result of Ajatasatru’s action was the discussion point in the class, and the participants in the dramatic activities had the right to change his action by using their preconceived opinions, to discuss the issue with others in a group, and to appreciate the representations each other. Hopefully, they not only criticize dialectically the main reason of Ajatasatru’s “complaining,” but also did focus back on their concerned and similar problems with peers’ provocation. Their fostered positive personality were disclosed in their questionnaires in the end of the class. Therefore, this pedagogical method may be useful for teachers in the classroom.
期刊論文
1.李其昌(20040700)。布雷希特史詩劇場的社會理念。美育,140,80-85。  延伸查詢new window
2.李其昌(20080400)。布雷希特「史詩」「劇場」之關聯與演進。藝術學報,82,207-226。new window  延伸查詢new window
學位論文
1.吳敏慧(2006)。國中生對同儕的影響策略及其相關因素研究(碩士論文)。國立政治大學,臺北市。  延伸查詢new window
圖書
1.賴淑雅(2006)。區區一齣戲:社區劇場理念與實務手冊。行政院文化建設委員會。  延伸查詢new window
2.教育部(2011)。國民中小學九年一貫課程綱要(學習領域)修訂(微調)說明。臺北:教育部。  延伸查詢new window
3.Brecht, Bertolt、Willett, John(1964)。Brecht on Theatre: The Development of an Aesthetic。New York:Hill and Wang。  new window
4.容淑華(2013)。另類教育:教育劇場實踐。臺北市:國立臺北藝術大學。  延伸查詢new window
5.Boal, A.(1979)。Theatre of the oppressed。New York, NY:Theatre Communications Group。  new window
6.Boal, Augusto、賴淑雅(2000)。被壓迫者劇場。臺北市:揚智文化事業股份有限公司。  延伸查詢new window
其他
1.兒童福利聯盟(20141004)。霸凌的種類:反霸凌的100個妙招:徵文大賽,www.cMldren,org.tw/contribute/biilly-type。  延伸查詢new window
圖書論文
1.饒見維(2011)。案例教學法在情緒教育上的應用初探。案例教學與師資培育。花蓮縣:國立東華東華大學。new window  延伸查詢new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
QR Code
QRCODE