| Item type |
紀要論文 / Departmental Bulletin Paper(1) |
| 公開日 |
2016-02-22 |
| タイトル |
|
|
タイトル |
協同教育から見たフォーラムシアター |
|
言語 |
ja |
| タイトル |
|
|
タイトル |
Forum Theatre Examined through the Pedagogy of Cooperation in Education |
|
言語 |
en |
| 言語 |
|
|
言語 |
jpn |
| 資源タイプ |
|
|
資源タイプ識別子 |
http://purl.org/coar/resource_type/c_6501 |
|
資源タイプ |
departmental bulletin paper |
| 著者 |
三津村, 正和
関田, 一彦
MITSUMURA, Masakazu
SEKITA, Kazuhiko
|
| 抄録 |
|
|
内容記述タイプ |
Abstract |
|
内容記述 |
The study is to illustrate theoretical/practical applications of Forum Theatre (FT), a participatory theatre technique originally designed by a Brazilian theatre activist Augusto Boal, to analyze educational effects derived from FT, and to examine FT from perspectives based on the pedagogy of cooperation in education. FT first depicts an oppressive theatrical scene in which a protagonist is oppressed by an antagonist. The audiences as passive spectators are then encouraged to join an ongoing theatrical scene, to replace the protagonist role, and to do an improvisational performance in order to challenge the oppressor's (ie., the antagonist's) language, hegemony, and social injustice presented in the scene. FT aims to empower members of the oppressed group by providing them with the opportunity to develop critical consciousness through engacenient in reflection of internalized oppression that relates to an external oppressive situation, encouraging them to change both internal and external subordinate status through a theatrical rehearsal, thereby promoting liberatory change in their real-life situations. This paper is the result of a collaborative effort of two researchers in different fields. The first author, who employs participatory theatre activities in a pre-service teacher education context, emphasizes that pre-service teachers' performing FT plays provides them with a vicarious experience of the events portrayed in the plays, which helps them view things from the perspectives of the marginalized. The second author, who has developed the theoretical/practical foundations of cooperative learning in a Japanese educational context, finds that FT can be an effective apparatus that may help audiences/participants nurture empathetic understanding and strengthen conflict resolution skills. The two researchers hope many more scholars in different research fields at Soka University will conduct collaborative research activities similar to the attempt shown in this paper. |
|
言語 |
en |
| 書誌情報 |
教育学論集
号 65,
p. 111-124,
発行日 2014-02-16
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| 出版者 |
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|
出版者 |
創価大学教育学部・教職大学院 |
| ISSN |
|
|
収録物識別子タイプ |
PISSN |
|
収録物識別子 |
03855031 |
| 書誌レコードID |
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|
収録物識別子タイプ |
NCID |
|
収録物識別子 |
AA1238438X |
| 著者版フラグ |
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|
出版タイプ |
VoR |
|
出版タイプResource |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
kyoikugakuronsyu0_65_7.pdf (1.9 MB)
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