Student Drama Productions in English as Communicative Action

Research output: Other Conference ContributionsConference Paper (other)Other Conference Paperpeer-review

Abstract

My contributions to the panel is based on my experience of directing Hong Kong university student productions in English and evaluating the extent to which the productions and the specific performances raise participants' and audience's consciousness with regard to communicative action (Jürgen Habermas) and establishing the idea of knowable communities (Raymond Williams) within a framework of theatre as social forum. I take the view that the community begins where one is actually working and participating. I will evaluate not just the performances - both as processes and products - in themselves, but also to investigate the students' awareness and perception of the pedagogic phenomenon of 'knowledge transfer' to their own personal and social contexts; these include the development of speaking skills, awareness of posture and vocal projection and articulation, as well as the wider targets of civic awareness, interpersonal interaction, self-confidence and self-concept, social role-playing, etc. None of these pedagogical goals for aesthetic education, using drama as a tool for self-development, can be achieved without clarity and good pedagogic content knowledge in coaching and facilitating during the rehearsal
process. Intensive work on both the body language and the spoken language of the performance enables students to interpret the challenges posed by the source texts. Thus we describe the process as a journey toward ownership, autonomy and self-confidence.
Original languageEnglish
Publication statusPublished - 1 Dec 2018
Event16th Asia Pacific Conference (2018): Regenerating Localities in a Global World - Japan, Beppu, Oita Prefecture, Japan
Duration: 1 Dec 20182 Dec 2018
http://en.apu.ac.jp/apconf/

Conference

Conference16th Asia Pacific Conference (2018)
CountryJapan
CityBeppu, Oita Prefecture
Period1/12/182/12/18
OtherRitsumeikan Asia Pacific University (APU)
Internet address

Fingerprint

communicative action
drama
self-confidence
pedagogics
aesthetic education
body language
performance
student
knowledge transfer
Social Role
coaching
spoken language
self-concept
theater
community
consciousness
projection
speaking
Hong Kong
autonomy

Bibliographical note

Invited paper. Invited for the panel on Performing South-East Asia.

Cite this

INGHAM, M. A. (2018). Student Drama Productions in English as Communicative Action. Paper presented at 16th Asia Pacific Conference (2018), Beppu, Oita Prefecture, Japan.
INGHAM, Michael Anthony. / Student Drama Productions in English as Communicative Action. Paper presented at 16th Asia Pacific Conference (2018), Beppu, Oita Prefecture, Japan.
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INGHAM, MA 2018, 'Student Drama Productions in English as Communicative Action' Paper presented at 16th Asia Pacific Conference (2018), Beppu, Oita Prefecture, Japan, 1/12/18 - 2/12/18, .

Student Drama Productions in English as Communicative Action. / INGHAM, Michael Anthony.

2018. Paper presented at 16th Asia Pacific Conference (2018), Beppu, Oita Prefecture, Japan.

Research output: Other Conference ContributionsConference Paper (other)Other Conference Paperpeer-review

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T1 - Student Drama Productions in English as Communicative Action

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N1 - Invited paper. Invited for the panel on Performing South-East Asia.

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N2 - My contributions to the panel is based on my experience of directing Hong Kong university student productions in English and evaluating the extent to which the productions and the specific performances raise participants' and audience's consciousness with regard to communicative action (Jürgen Habermas) and establishing the idea of knowable communities (Raymond Williams) within a framework of theatre as social forum. I take the view that the community begins where one is actually working and participating. I will evaluate not just the performances - both as processes and products - in themselves, but also to investigate the students' awareness and perception of the pedagogic phenomenon of 'knowledge transfer' to their own personal and social contexts; these include the development of speaking skills, awareness of posture and vocal projection and articulation, as well as the wider targets of civic awareness, interpersonal interaction, self-confidence and self-concept, social role-playing, etc. None of these pedagogical goals for aesthetic education, using drama as a tool for self-development, can be achieved without clarity and good pedagogic content knowledge in coaching and facilitating during the rehearsalprocess. Intensive work on both the body language and the spoken language of the performance enables students to interpret the challenges posed by the source texts. Thus we describe the process as a journey toward ownership, autonomy and self-confidence.

AB - My contributions to the panel is based on my experience of directing Hong Kong university student productions in English and evaluating the extent to which the productions and the specific performances raise participants' and audience's consciousness with regard to communicative action (Jürgen Habermas) and establishing the idea of knowable communities (Raymond Williams) within a framework of theatre as social forum. I take the view that the community begins where one is actually working and participating. I will evaluate not just the performances - both as processes and products - in themselves, but also to investigate the students' awareness and perception of the pedagogic phenomenon of 'knowledge transfer' to their own personal and social contexts; these include the development of speaking skills, awareness of posture and vocal projection and articulation, as well as the wider targets of civic awareness, interpersonal interaction, self-confidence and self-concept, social role-playing, etc. None of these pedagogical goals for aesthetic education, using drama as a tool for self-development, can be achieved without clarity and good pedagogic content knowledge in coaching and facilitating during the rehearsalprocess. Intensive work on both the body language and the spoken language of the performance enables students to interpret the challenges posed by the source texts. Thus we describe the process as a journey toward ownership, autonomy and self-confidence.

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INGHAM MA. Student Drama Productions in English as Communicative Action. 2018. Paper presented at 16th Asia Pacific Conference (2018), Beppu, Oita Prefecture, Japan.