How engagement in drama may foster self-awareness and supportive interactions in class

Abstract

Taiwan's Tainan Education Bureau requires schools to report and provide counselling assistance where concerns about students' emotional or behavioural difficulties arise. However, self-awareness-related programmes are haphazard. This project investigated to what extent a process-oriented drama programme could engage students and facilitate real change in self; this was built and based on twentieth-century concepts rather than more recent work about drama embodied learning. Those perspectives of personal engagement, contextual frames, and emotion were applied to analyse participants' varied engagements in each drama workshop. The structure of drama inspired participants to shift their engagements and self-understanding.

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