About drama intervention-毕业论文翻译

About drama intervention

Papers: Abstract: Non-professional theater education has a very high value of education, but it is still in the field of higher education in the early exploration stage in ordinary colleges and universities in implementing the non-professional theater education disciplines from drama class, drama law courses penetration and dramatic activities carried out three aspects of manpower, thereby construct non-professional theater education in colleges and universities, the implementation of the framework for its development inquire practical way.

Keywords: non-professional theater education, higher education, the implementation of ideas

Drama is actor playing the role as a means to express the life of the comprehensive art, it is closest to human life primitive appearance, most likely inspire people to the reality of the association, but also the most able man understood and accepted as a unique forms of education, drama and theater education means can

visually effective way to engender empathy direct experience, and thus impose multiple educational impact, resulting in a positive educational role.

Since the 20th century, since the 1960s, and 1930s American drama educator temperature Nifuliede advocated by the “creative drama” (Crea-tiveDrama) the same strain of Drama in Education (DramainEducation), Theatre in Education (TheatreinEducation), Applied Theatre (AppliedTheatre ) and other theatrical education campaigns surging.

1992, international education Drama / Theatre and Education Association IDEA (InternationalDrama / TheatreandEducationAsso-ciation) in Porto, Portugal established and developed into more than 90 countries, representatives of international organizations to join .2010, IDEA anniversary on October 27 in filed its annual theme: in a shared passion, belief and action together. IEDA President PatriceBaldwin the anniversary congratulatory letter that: children and young people around the world should be able to experience joy, to experience a different way of life to actively imagine and the world is possible. Through drama, we can safely aesthetic to do this, we can

plunge into new concepts and self-being, we can plunge into the world should be among the new scene presented. drama is human nature needed, it can make people more rational self-understanding, understanding of the world, building up human and social contact, and a unique way of showing the human face of the world, has a rich filling of aesthetic meaning and value of educating people, can in play a role in education.

And career-oriented drama specialist institutions (such as the Central Academy of Drama, Shanghai Academy of Drama, Chinese Opera Institute) professionals in different type of drama education, the author of most concern in the field of non-professional theater and theater education law could play in education value, and its nature is not intended to train professional theater talents to education, but a universal quality education, it is concerned about the overall development and the overall construction, highlighting the drama perfect personality and beautify life’s meaning is to achieve ideal life and the meaning of life and education.

This paper tries to explore the college education of African professional theater practice framework and

possibilities, from the drama class disciplines, law courses penetration and dramatic theater activities carried out three aspects of each non-professional theater education discussed the implementation of ideas.

Drama class disciplines

Non-professional areas are equally concerned theatrical drama education teaching body, it can also play as a specialized discipline, guide students to learn about the history and theory of theater, past and future, not only concerned about imparting knowledge theater, theater appreciation culture, but also in the context of the new era spawned a new curriculum content.

(A) as an integral part of the general education curriculum construction traditional theater Liberal (LiberalEducation) originated in the 19th century, when many scholars recognize that universities too small sub-specialties, knowledge is severely fragmented, neglected, higher education reflects the heavy utilitarian practical colors, therefore proposed the concept of general education, which aims to reinforce the students’basic knowledge of various disciplines to develop a sound and complete people, especially human spirit and social