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Fostering Children and Adolescents’ Creative Thinking in Education. Theoretical Model of Drama Pedagogy Training

机译:培养儿童和青少年的教育创新思维。戏剧教学法训练的理论模型

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摘要

Drama Pedagogy Training (DPT), as other drama-based pedagogies, has been related to several outcomes, including creativity enhancement. This enhancement is commonly proven through the measurement of different creative processes. In our review we systematize characteristics, activities and techniques of DPT that are assumed to be related to creativity in order to have a more comprehensive framework to identify the specific DPT elements that are involved in the enhancement of some of the creative processes of children and adolescents. To this end, we identified five creative processes in experimental studies using DPT: divergent thinking, fantasy and imagination, associative thinking, symbolization, and problem solving. These processes were cross referenced with DPT characteristics, activities, and techniques that were argued to be related to creativity enhancement. Our review will propose a model with two main categories and six elements as follows: (1) technical drama phases which emphasizes the role of narrative and embodiment through (a) corporal and vocal training and (b) main drama techniques (e.g., storytelling and improvisation and role-play), and (2) psycho-pedagogical framework which emphasizes the role of a dialogic space through (c) playfulness and a (d) collaborative, safe space. We also identified (e) feedback as an important element of DPT which belongs to both drama technical phases and psycho-pedagogical framework categories. Along with the model, we explain the creative outcomes associated to each of these elements as a means to attire the attention to drama-based pedagogies for the development of creativity in the educational setting.
机译:戏剧教学法培训(DPT)与其他基于戏剧的教学法一样,已经与包括增强创造力在内的若干成果相关。通常通过衡量不同的创作过程来证明这种增强。在我们的审查中,我们将被认为与创造力相关的DPT的特征,活动和技术进行了系统化,以便有一个更全面的框架来识别参与增强儿童和青少年某些创造过程的特定DPT要素。为此,我们在使用DPT的实验研究中确定了五个创新过程:发散思维,幻想和想象力,联想思维,符号化和问题解决。这些过程与DPT的特征,活动和技术相交叉引用,这些特征,活动和技术被认为与创造力的提高有关。我们的审查将提出一个具有两个主要类别和六个要素的模型,如下所示:(1)技术戏剧阶段通过(a)身体和声音训练以及(b)主要戏剧技巧(例如讲故事和表演)来强调叙事和体现的作用。即兴表演和角色扮演),以及(2)心理教学框架,该框架通过(c)嬉戏和(d)合作,安全的空间强调对话空间的作用。我们还确定(e)反馈是DPT的重要元素,它既属于戏剧技术阶段,又属于心理教育框架类别。与该模型一起,我们解释了与这些元素中的每一个相关的创造成果,以此作为对基于戏剧的教学法的关注,以促进教育环境中创造力发展的一种手段。

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