posted on 2021-08-19, 05:01authored byKUNG MAN MATTHEW CHEUNG
In this study I observed and compared kindergarten and middle school additional language classes in Shanghai China. Some of the classes used drama and some of them used non-drama, normative pedagogy. Drama as a performative pedagogy significantly increased engagement and performances of high affect from students and elicit more complex use of language from both teachers and students. Performative pedagogy may have positive implications for another educational sites and I propose a set of principles to guide further investigation.
History
Principal supervisor
Stacy Holman Jones
Additional supervisor 1
Stuart Grant
Additional supervisor 2
Rachel Jacobs
Year of Award
2021
Department, School or Centre
The Sir Zelman Cowen School of Music and Performance