Using process drama in museum theatre educational projects to reconstruct postcolonial cultural identities in Hong Kong, Singapore and Taiwan

Using process drama in museum theatre educational projects to reconstruct postcolonial cultural identities in Hong Kong, Singapore and Taiwan

• Wang, Wan Jung Dept. of Drama Creation and Application, National University of Tainan, Taiwan

Research in Drama Education: The Journal of Applied Theatre and Performance, 19(1), 39-50, 2014

Routledge

2014

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
    • GFC Teaching Methods & Their Outcomes
• P Social Context of Education
  • PB Comparative Education
• A Human Growth & Development
  • AC Socialization, Self-concept, Self-esteem, Identity, Affective, Emotional, Psycho-social & Moral Development

Education Museums Narratives Performing Arts Education Postcolonialism Cultural Identity Drama Taiwan Hong Kong Singapore

• Hong Kong
• Singapore
• Taiwan

• 1980s
• 1990-1997.6
• 1997.7 onwards

• Secondary Education
• Post-Secondary Education

Museums have been employing theatre activities in their educational programmes to outreach youngsters for more than three decades all over the world since the late 1980s; however, it is still quite a new experience for eastern and south-eastern Asian countries. In the past 3 years, Hong Kong, Singapore and Taiwan started to use different forms of museum theatre in educational programmes to represent their multiple histories and cultural identities through various projects and showcases. Among these praxes, process drama have been most widely employed by teacher-facilitators for youngsters to reconstruct their own interpretations of historical events and narratives through chosen and rediscovered historical fragments, often neglected and even forgotten in the past. I argue that these process drama projects help the youngsters to reconstruct their own ever-changing cultural identities of these places which are under enormous change day by day in their current postcolonial and postmodern conditions. I also try to demonstrate how these praxes cross geographical, historical, ethnic and cultural as well as community borders to translate historical narratives buried in their heritage sites, ethnic community histories or aboriginal intangible cultural heritage such as tribal dances, songs and rituals into contemporary dramatic enquiry activities and performances. Why are they interested in these praxes almost at the same time lately? What are their goals in these projects? What cultural and social meanings do these praxes carry and sustain? What are the aesthetic strategies they use in these programmes and why do they choose them and how well do they work to achieve their goals? I would like to apply theories of museum theatre, process drama as well as postmodern aesthetics and educational theories and theories of post-colonialism to re-examine these praxes in their different cultural contexts to explore the above questions.
[Copyright of Research in Drama Education: The Journal of Applied Theatre and Performance is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13569783.2013.872433]

• English

Journal Articles

• 13569783

• 10.1080/13569783.2013.872433

https://bibliography.lib.eduhk.hk/bibs/37d2dc36

2014-06-30