process drama and chinese language teaching

Process Drama and Process Drama and Chinese Language Chinese Language

Teaching - A Practice at Teaching - A Practice at an Australian Secondary an Australian Secondary

SchoolSchool

Yongyang Wang, Trevor HayYongyang Wang, Trevor Hay

Melbourne Graduate School of Education (MGSE)Melbourne Graduate School of Education (MGSE)

The University of Melbourne, Australia The University of Melbourne, Australia

2012 National Chinese language Conference, Washington DC, April 20122012 National Chinese language Conference, Washington DC, April 2012

2012 National Chinese Language Conference, Washington DC, April 2012

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• ARC – Intercultural ARC – Intercultural Approaches to Approaches to Teaching Chinese Teaching Chinese

• Collingwood Collingwood College – project College – project partner partner

• Perspectives and Perspectives and roles: principal, roles: principal, Chinese teachers, Chinese teachers, drama expert, drama expert, background background Chinese learnersChinese learners

• Acknowledgements Acknowledgements to the principal and to the principal and staff at Collingwood staff at Collingwood College College

This study is This study is funded by ARC funded by ARC Linkage grant Linkage grant (LP100100291)(LP100100291)


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• Process drama/drama in Process drama/drama in education/creative dramaeducation/creative drama

• It normally takes place among a class of schoolchildren and their It normally takes place among a class of schoolchildren and their teacher, not in a theatre but in teacher, not in a theatre but in a classrooma classroom or studio or studio within a within a schoolschool. The genre had its formal beginnings in the mid-1950s in . The genre had its formal beginnings in the mid-1950s in Britain, passed through a number of formative stages, and was Britain, passed through a number of formative stages, and was consolidated by the late 1970s into what is recognisably a stable consolidated by the late 1970s into what is recognisably a stable genre with a shared terminology … (O’Toole, 1992)genre with a shared terminology … (O’Toole, 1992)

Learning Learning Through Through DramaDrama – drama as a medium for – drama as a medium for learning/learning/ 教育戏剧教育戏剧Learning Learning about about theatre – drama as the purpose of theatre – drama as the purpose of learning/learning/ 戏剧教育戏剧教育

Process dProcess drama is defined as the negotiation of rama is defined as the negotiation of meanings meanings betweenbetween teachers and students, and teachers and students, and among among students (McGregor, Tate and Robinson, 1977) - students (McGregor, Tate and Robinson, 1977) - Students as a resource for learningStudents as a resource for learning


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• Types of drama approach:Types of drama approach: LLanguage games/role anguage games/role

playsplays/scenarios//scenarios/improvisation/process dramaimprovisation/process drama

• Dramatic Dramatic techniquetechniques:s:

dialogue, dialogue, monologue, monologue, tension, tension, costumes, silence, costumes, silence, darkness, props, darkness, props, light, stillness, movements, light, stillness, movements, musicmusic


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Applications of drama Applications of drama approach in L2approach in L2

• English as L2English as L2– Drama in the English Classroom (Drama in the English Classroom (Veidemanis, 1962)Veidemanis, 1962)– Drama in English Language Teaching: Two Approaches at the Drama in English Language Teaching: Two Approaches at the

University Level in West GermanyUniversity Level in West Germany (Hall, 1986) (Hall, 1986)– The Dol project: The Contributions of Process Drama to The Dol project: The Contributions of Process Drama to

Improved Results in English Oral Communication (Stinson & Improved Results in English Oral Communication (Stinson & Freebody, 2006)Freebody, 2006)

• Spanish as L2Spanish as L2– To Speak or Not to Speak?: Drama Techniques, Narration and Other Real-Life To Speak or Not to Speak?: Drama Techniques, Narration and Other Real-Life

Activities Activities (Ballman, 2006)(Ballman, 2006)

• Japanese as L2Japanese as L2– Introducing Creative Language Learning in Japan Through Introducing Creative Language Learning in Japan Through

Educational DramaEducational Drama (Araki-Metcalfe, 2008) (Araki-Metcalfe, 2008)

• Italian as L2Italian as L2– Set the Stage! Teaching Italian through Theater: Theories, Methods, Set the Stage! Teaching Italian through Theater: Theories, Methods,

and Practicesand Practices （（ Marini-Maio & Ryan-Scheutz, 2009)Marini-Maio & Ryan-Scheutz, 2009)


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• Chinese as L2Chinese as L2– 试论戏剧化教学法在汉语作为第二语言教学中试论戏剧化教学法在汉语作为第二语言教学中

的运用的运用 - - 以澳大利亚的一个课堂教学为例以澳大利亚的一个课堂教学为例 (( 王王永阳永阳 , 2009) , 2009)

– 台湾国立政治大学华语文中心“演戏学中文”台湾国立政治大学华语文中心“演戏学中文”班教学案例班教学案例 (( 王克信，王克信， 2009)2009)


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Theoretical foundations of Theoretical foundations of drama approach:drama approach:

– Developmental psychology – Bruner, Developmental psychology – Bruner, Piaget, Vygotsky, DeweyPiaget, Vygotsky, Dewey

– Communicative approach – Halliday, Communicative approach – Halliday, HymesHymes

Children tend to have cognitive growth Children tend to have cognitive growth with the aid of ‘with the aid of ‘repetitive playrepetitive play’ and ’ and ‘‘pretend playpretend play’ in which child engages ’ in which child engages in a fictional world in a fictional world ……(Piaget, 1962)(Piaget, 1962)


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• What are the differences of drama What are the differences of drama approach compare to conventional approach compare to conventional pedagogy?pedagogy?

– Role of teacher:Role of teacher: from deliverer to from deliverer to facilitator/coach/director/ ‘loving ally’facilitator/coach/director/ ‘loving ally’

– Role of student:Role of student: from passive recipient from passive recipient to active participantsto active participants/the owners of /the owners of learninglearning

– Classroom:Classroom: ‘third place’ (Kramsch, 1993) ‘third place’ (Kramsch, 1993) for intercultural dialogues/communication for intercultural dialogues/communication


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Advantages of drama approach: Advantages of drama approach:

‘‘Drama can lead the inquirer to moments of direct Drama can lead the inquirer to moments of direct experience, transcending mere experience, transcending mere knowledge,knowledge, enriching enriching the the imaginationimagination, possibly touching the , possibly touching the heart and heart and soulsoul.’ .’ – Brian Way (Development through Drama) (cited in Athiemoolam, 2004)– Brian Way (Development through Drama) (cited in Athiemoolam, 2004)

• Contextualized learningContextualized learning• Drama as incentive to learningDrama as incentive to learning• Drama as ‘authentic material’ Drama as ‘authentic material’ (Kramsch, 1993)(Kramsch, 1993)

• Students’ engagement in learningStudents’ engagement in learning• Fostering aesthetic appreciation and empathy with Fostering aesthetic appreciation and empathy with

target culturetarget culture• Developing intercultural communicative skillsDeveloping intercultural communicative skills


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• The pioneer of drama in educationThe pioneer of drama in educationDorothy Heathcote (1926 – 2011) Dorothy Heathcote (1926 – 2011)

• Dorothy Heathcote MBE, who died aged 85Dorothy Heathcote MBE, who died aged 85 in August 2011in August 2011, was a world-renowned , was a world-renowned teacher who revolutionised the use of teacher who revolutionised the use of Drama in Education through a variety of Drama in Education through a variety of pioneering techniques.pioneering techniques.

• ‘‘It is difficult to grasp how the 14-year-old It is difficult to grasp how the 14-year-old girl who entered a Yorkshire woollen mill to girl who entered a Yorkshire woollen mill to work in 1940 could become a key work in 1940 could become a key international figure in the world of international figure in the world of education and drama and yet by the age of education and drama and yet by the age of 24 she had become a lecturer at the 24 she had become a lecturer at the Newcastle-upon-Tyne campus of Durham Newcastle-upon-Tyne campus of Durham University, beginning a career that was to University, beginning a career that was to span 60 years.span 60 years.’ ’

– ‘‘Mantle of the expert’Mantle of the expert’ and ‘teacher in role’ and ‘teacher in role’http://www.http://www.mantleoftheexpertmantleoftheexpert.com.com– Dorothy Heathcote - A celebration of lifeDorothy Heathcote - A celebration of lifehttp://www.http://www.dorothyheathcotedorothyheathcote.org/videos-of-dh-2/.org/videos-of-dh-2/

–Gavin Bolton: Gavin Bolton: Drama for LearningDrama for Learning (1994)(1994)

–Betty Jane Wagner: Betty Jane Wagner: Dorothy Heathcote: Dorothy Heathcote: Drama as a Learning MediumDrama as a Learning Medium (1999) (1999)

• The pioneer of drama in educationThe pioneer of drama in educationDorothy Heathcote (1926 – 2011) Dorothy Heathcote (1926 – 2011)

• Dorothy Heathcote MBE, who died aged 85Dorothy Heathcote MBE, who died aged 85 in August 2011in August 2011, was a world-renowned , was a world-renowned teacher who revolutionised the use of teacher who revolutionised the use of Drama in Education through a variety of Drama in Education through a variety of pioneering techniques.pioneering techniques.

• ‘‘It is difficult to grasp how the 14-year-old It is difficult to grasp how the 14-year-old girl who entered a Yorkshire woollen mill to girl who entered a Yorkshire woollen mill to work in 1940 could become a key work in 1940 could become a key international figure in the world of international figure in the world of education and drama and yet by the age of education and drama and yet by the age of 24 she had become a lecturer at the 24 she had become a lecturer at the Newcastle-upon-Tyne campus of Durham Newcastle-upon-Tyne campus of Durham University, beginning a career that was to University, beginning a career that was to span 60 years.span 60 years.’ ’

– ‘‘Mantle of the expert’Mantle of the expert’ and ‘teacher in role’ and ‘teacher in role’http://www.mantleoftheexpert.com– Dorothy Heathcote - A celebration of lifeDorothy Heathcote - A celebration of lifehttp://www.dorothyheathcote.org/videos-of-dh-2/


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Key PublicationsKey Publications• Heathcote, D. (1980). Drama as Context, Huddersfield: National Association for the Teaching of Heathcote, D. (1980). Drama as Context, Huddersfield: National Association for the Teaching of

English.English.• Heathcote, D., & Bolton, G. (1998). Teaching culture through drama. In M. Byram & M. Fleming Heathcote, D., & Bolton, G. (1998). Teaching culture through drama. In M. Byram & M. Fleming

(Eds.), Language Learning in Intercultural Perspective (pp. 158-177): Cambridge University Press.(Eds.), Language Learning in Intercultural Perspective (pp. 158-177): Cambridge University Press.• Heathcote, D., & Bolton, G. (1995). Drama for Learning : Dorothy Heathcote's Mantle of the Heathcote, D., & Bolton, G. (1995). Drama for Learning : Dorothy Heathcote's Mantle of the

Expert Approach to Education Portmouth, NH Heinemann.Expert Approach to Education Portmouth, NH Heinemann.• Heinig, R. B. (1993). Creative Drama for the Classroom Teacher / Ruth Beall Heinig (4th ed. ed.). Heinig, R. B. (1993). Creative Drama for the Classroom Teacher / Ruth Beall Heinig (4th ed. ed.).

Englewood Cliffs, N.J. :: Prentice Hall.Englewood Cliffs, N.J. :: Prentice Hall.• Byrne, C. (1989). Drama in Education: Words into ActionByrne, C. (1989). Drama in Education: Words into Action• Holden, S. (1981). Drama in Language Teaching, Harlow:: Longman.Holden, S. (1981). Drama in Language Teaching, Harlow:: Longman.• Parry, C. (1972). English through drama; A Way of Teaching. Cambridge, [Eng.]: University Press.Parry, C. (1972). English through drama; A Way of Teaching. Cambridge, [Eng.]: University Press.• Byram, M., & Fleming, M. (Eds.). (1998). Language Learning in Intercultural Perspective: Byram, M., & Fleming, M. (Eds.). (1998). Language Learning in Intercultural Perspective:

Approaches Through Drama and Ethnography Cambridge: Cambridge University Press.Approaches Through Drama and Ethnography Cambridge: Cambridge University Press.• Stern, S. L. (1980). Drama in Second Language Learning from a Psycholinguistic Perspective. Stern, S. L. (1980). Drama in Second Language Learning from a Psycholinguistic Perspective.

Language Learning Journal, 30(1), 77-100.Language Learning Journal, 30(1), 77-100.• Bräuer, G. (Ed.). (2002). Body and Language: Intercultural Learning through Drama Westport: Bräuer, G. (Ed.). (2002). Body and Language: Intercultural Learning through Drama Westport:

Ablex Publishing.Ablex Publishing.• Hall, A., Guy, I., Stortenbecker, W., & Whitaker, A. (1982). Drama in English-Language Teaching - Hall, A., Guy, I., Stortenbecker, W., & Whitaker, A. (1982). Drama in English-Language Teaching -

2 Approaches At The University Level In West-Germany. [Article]. Applied Linguistics, 3(2), 144-2 Approaches At The University Level In West-Germany. [Article]. Applied Linguistics, 3(2), 144-160.160.

• Wagner, B. J. (1999). Dorothy Heathcote: Drama as a Learning Medium. Portland, Me.: Calendar Wagner, B. J. (1999). Dorothy Heathcote: Drama as a Learning Medium. Portland, Me.: Calendar Islands Publishers.Islands Publishers.

• Shimizu, T. (1993). Initial Experiences with Improvised Drama in English Teaching - Working Shimizu, T. (1993). Initial Experiences with Improvised Drama in English Teaching - Working against the Historical Neglect of Fluency in Language Learning in Japan. In M. Schewe & P. Shaw against the Historical Neglect of Fluency in Language Learning in Japan. In M. Schewe & P. Shaw (Eds.), Towards Drama as a Method in the Foreign Language Classroom. Berlin: Peter Lang.(Eds.), Towards Drama as a Method in the Foreign Language Classroom. Berlin: Peter Lang.

• Stinson, M., & Freebody, K. (2006). The Dol project: The contributions of process drama to Stinson, M., & Freebody, K. (2006). The Dol project: The contributions of process drama to improved results in English oral communication. Youth Theatre Journal 20, 27-41.improved results in English oral communication. Youth Theatre Journal 20, 27-41.

• Schewe, M., & Shaw, P. (Eds.). (1993). Towards drama as a method in the foreign language Schewe, M., & Shaw, P. (Eds.). (1993). Towards drama as a method in the foreign language classroom Frankfurt am Main ; New York :: P. Lang.classroom Frankfurt am Main ; New York :: P. Lang.


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Chinese Drama Class Chinese Drama Class • Timeframe:Timeframe: Term 4, 45 minutes per Term 4, 45 minutes per

class, 2 classes per week, 6 weeksclass, 2 classes per week, 6 weeks• Participants:Participants:

– Students:12 yr 8 Students:12 yr 8 （（ 13-14 yrs old13-14 yrs old ）） , non-, non-background learners (4 females) – 4 groupsbackground learners (4 females) – 4 groups

• Text: Kung Fu Panda 1. Text: Kung Fu Panda 1. • Writing tasks – complement to Writing tasks – complement to

speakingspeaking


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• Week 1: Selecting text: Week 1: Selecting text: – Hua Mulan/Hua Mulan/ 花木兰花木兰 animation animation – The Herdsman and The Weaver Maid/The Herdsman and The Weaver Maid/ 牛郎织女牛郎织女 animation animation – The Mummy: Tomb of the Dragon Emperor/The Mummy: Tomb of the Dragon Emperor/ 木乃伊木乃伊 33 ：龙帝之墓：龙帝之墓

moviemovie– Kung Fu Panda/Kung Fu Panda/ 功夫熊猫功夫熊猫 moviemovie


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• Week 2: Writing up the playWeek 2: Writing up the play– Wang Laoshi 1Wang Laoshi 1stst draft draft– Group discussion/Group discussion/rreading eading

out/modificationout/modification

– ““就像乌龟所就像乌龟所预言预言的，你就是龙战士”，的，你就是龙战士”， ““ 就像乌龟所说的”。就像乌龟所说的”。

– ““ 你为你为本村本村带来了和平”，带来了和平”，

““ 你为我们带来了和平”，你为我们带来了和平”，


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• Week 3: Week 3:

Students study the Students study the script with tutors, script with tutors, meaning/pronunciatmeaning/pronunciation/cultural ion/cultural elementselements

Week 4: Practising in rolesWeek 4: Practising in roles

Week 5: Rehearsal ‘look and speak’Week 5: Rehearsal ‘look and speak’Week 6: Performance Week 6: Performance (narrators/prompter)(narrators/prompter)

Audience: primary school studentsAudience: primary school students


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Issues related to drama for Issues related to drama for Chinese Chinese

• Selection of text – incentive match with Selection of text – incentive match with students’ age, language level, interests students’ age, language level, interests

• Teacher’s role – Teacher’s role – knowledge and knowledge and drama training drama training • Students attitudes toward drama approach: Students attitudes toward drama approach:

anxiety, shy, reluctance/excitinganxiety, shy, reluctance/exciting• Grouping studentsGrouping students: balance gender and : balance gender and

different cultural backgroundsdifferent cultural backgrounds• Audience: impact on the efficiency of drama Audience: impact on the efficiency of drama

approachapproach• Organizational support: HR, costs of costumes Organizational support: HR, costs of costumes

and propsand props


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• 1.11.1 《《语言学习中的戏剧技巧语言学习中的戏剧技巧 – – 语言教师交际活动手册语言教师交际活动手册》》 (Drama Techniques in Language (Drama Techniques in Language Learning – A Resource Book of Communication Activities for Language Teachers)Learning – A Resource Book of Communication Activities for Language Teachers) 。。作者作者 Alan Maley Alan Maley 和和 Alan Duff Alan Duff ，， 19781978 年由剑桥大学出版社首次出版发行，此后多次再版。年由剑桥大学出版社首次出版发行，此后多次再版。

• 1.21.2 《《论戏剧作为外语课堂教学法论戏剧作为外语课堂教学法》》 (Towards Drama as a Method in the Foreign (Towards Drama as a Method in the Foreign Language Classroom), 1993Language Classroom), 1993 出版，编者为出版，编者为 Manfred Schewe and Peter ShawManfred Schewe and Peter Shaw 。。

• 1.31.3 《《从语言到世界从语言到世界 :: 通过过程戏剧学习第二语言通过过程戏剧学习第二语言》》 (Words into Worlds: Learning a (Words into Worlds: Learning a Second Language through Process Drama), 1998Second Language through Process Drama), 1998 出版，作者为出版，作者为 Shin-Mei KaoShin-Mei Kao 和和 Cecily Cecily O’NeilO’Neil 。。

• 1.41.4 《《跨文化视角中的语言学习跨文化视角中的语言学习 - - 戏剧和人种学的方法戏剧和人种学的方法》》（（ Language Learning in Language Learning in Intercultural Perspective: Approaches through Drama and EthnographyIntercultural Perspective: Approaches through Drama and Ethnography ）） , , 编著者为编著者为Michael Byram Michael Byram 和和 Michael FlemingMichael Fleming ，， 19981998 年由剑桥大学出版社出版。年由剑桥大学出版社出版。

• 1.51.5 《《身体与语言：通过戏剧的跨文化学习身体与语言：通过戏剧的跨文化学习》》（（ Body and language: Intercultural Learning Body and language: Intercultural Learning through Dramathrough Drama ），）， 20022002 年出版，由年出版，由 Gerd Bräuer Gerd Bräuer 编著。编著。

Five key books for drama in Five key books for drama in language education language education


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外语外语 //二语教学中的戏剧化教学法二语教学中的戏剧化教学法 – – 简介与案例简介与案例Drama-in-Education and Language Drama-in-Education and Language

EducationEducation

王永阳王永阳摘要：摘要：本文的主要目的是介绍一种在外语本文的主要目的是介绍一种在外语 // 二语教学中二语教学中

很有发展潜力的创新性教学法很有发展潜力的创新性教学法 – – 戏剧化教学法戏剧化教学法（（ Drama-in-Education/Process DramaDrama-in-Education/Process Drama ）。）。戏剧化教学法不以学习戏剧本身为目的，而是把戏戏剧化教学法不以学习戏剧本身为目的，而是把戏剧作为一种教学媒介和手段来进行知识传授和技能剧作为一种教学媒介和手段来进行知识传授和技能培养。这种视角和方法兴盛于培养。这种视角和方法兴盛于 2020 世纪中后期的英世纪中后期的英国，后被广泛应用到世界各国的外语国，后被广泛应用到世界各国的外语 // 二语教学中。二语教学中。笔者以为，戏剧化教学法形式灵活多样，可操作性笔者以为，戏剧化教学法形式灵活多样，可操作性强，对激发学生的学习积极性和提高跨文化交际能强，对激发学生的学习积极性和提高跨文化交际能力等方面都有积极的作用，值得进一步推介和研究。力等方面都有积极的作用，值得进一步推介和研究。本文从创新语言教学法的角度，对戏剧化教学法的本文从创新语言教学法的角度，对戏剧化教学法的代表人物和著作进行简介，并具体介绍了两个课堂代表人物和著作进行简介，并具体介绍了两个课堂教学案例和一个教学模式，包括具体的课堂操作过教学案例和一个教学模式，包括具体的课堂操作过程和步骤，希望对广大研究者和外语教师的课堂教程和步骤，希望对广大研究者和外语教师的课堂教学有所启发。学有所启发。

关键词：戏剧、戏剧化教学法、第二语言教学、外语关键词：戏剧、戏剧化教学法、第二语言教学、外语教学教学


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Rupert in Beijing. Part One. You Are Here. Rupert in Beijing. Part One: You Are Here. Breakfast in the Friendship Hotel, Beijing. Rupert, being an authentic old China hand – Zhonguo tong 中国通 – decides he will go to the Chinese breakfast room, not that other place swarming with stupid tourists. Yes, he has made the right decision. There is not another Lao Wai 老外 to be seen in the place. He stops to admire the Chinese names of the dishes..Kou shui bai rou 口水白肉 , but his culinary Chinese isn’t up to this, so he reads the translation - ‘White slobber meat’ – and promptly makes his way to the big dining hall with all the tourists. In fact, the breakfast is only slightly hybrid, and has lots of good Chinese things, plus eggs ‘sunny side up’ or ‘easy over’, which Rupert can hardly bring himself to say. Half hour later, replete with two sunny side ups, youtiao 油条 and baozi 包子 , to mop up the runny egg, baizhou 白粥 to stick to his ribs and foul coffee – just for the sake of having an interchange with the fuwuyuan 服务员 about the right way to serve coffee to foreigners - he ventures out of his old haunt with a strong sense of nostalgia…making him feel distinctly superior to all these ridiculous, ignorant tourists cluttering the place up and spoiling it for genuine waiguo pengyou 外国朋友 and zhuanjia 专家 like him. When he first came here it was one grand, colossal building with a Friendship Store and a labyrinth of rooms. Those were the days. Now it is a kind of Las Vegas style entertainment complex, with numerous buildings linked by corridors – a theme park on the Summer Palace theme. You don’t even need to go out of the complex to reach another building – ‘lou’ 楼 or dining room, or the Friendship ‘Palace’…’gongdian’ 宫殿. However, he is not so confident about what lies outside the Youyi binguan 友谊宾馆 . In his obsessive way, and remembering past occasions when he had been quite confident he knew his way and then got lost, he studies the map outside San Dong 三栋 . He finds ‘You are here’, studies the layout intently then moves toward where the East Gate should be – and the street where he came in last night. But there should be a big garish, ‘American’ spaghetti joint called ‘Friday’s’. He seems to be getting further away from all that..this seems to be going towards the North gate. He stops at another ‘You are Here’ and checks. How odd, it says he is standing in front of Building 3, but he just left it behind ten minutes ago. He moves on, finds another sign – this time in front of what is clearly Building Four 四栋 but the sign says ‘You are Here’ and ‘here’ is supposed to be..Building Bloody Three again. Ah, he gets it…all the signs are the same, regardless of where they are. You are always ‘here’ in the Friendship Hotel. (Hay & Wang, draft, work in preparation, A Narrative Resource for Intercultural Learning, April 2012)


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Thank you. Thank you.

Emails: Emails:

Yongyang Wang: Yongyang Wang: cwancwan@@unimelbunimelb.edu.au.edu.au

Trevor Hay: Trevor Hay: [email protected]@unimelbunimelb..eduedu.au.au


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• http://www.dramacpd.org.uk/cpd/indhttp://www.dramacpd.org.uk/cpd/index.cfm/cpd-units/pedagogic-resourceex.cfm/cpd-units/pedagogic-resources/s/

• Puppet show: Puppet show: • http://www.youtube.com/watch?v=5http://www.youtube.com/watch?v=5

_mN7cpkWAE&feature=related_mN7cpkWAE&feature=related• http://www.youtube.com/watch?feathttp://www.youtube.com/watch?feat

ure=endscreen&NR=1&v=7OPz9tdure=endscreen&NR=1&v=7OPz9tdEMQsEMQs


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Some practical adviceSome practical advice

• Explanation of drama method to the Explanation of drama method to the studentsstudents

• Be clear how the drama class will be Be clear how the drama class will be conductedconducted

• What are they expected to doWhat are they expected to do• Written tasks assistant with Written tasks assistant with

speakingspeaking

process drama and chinese language teaching

Education

l2 drama

drama techniques

drama expert

theatre drama

pioneer of drama

contextualized learning

learning learning

types of drama approach