The Application of Humanistic Theory in Drama Performance for Grade 10 Art Students in China
DOI:
https://doi.org/10.60027/ijsasr.2023.3182Keywords:
Humanistic Theory;, Drama Performance; , Learning Achievement;, Students’ Satisfaction; , Grade 10 StudentsAbstract
Background and Aim: This study aims to investigate the use of Humanistic Theory as a teaching method to compare grade 10 art students’ achievement in drama performance before and after applying Humanistic Theory and investigate grade 10 art students’ attitudes towards the application of Humanistic Theory in drama performance class.
Materials and Methods: The group consisted of 20 Chinese students studying in grade 10 in Yunnan Province, China. The data were collected through the use of four lesson plans, a pretest and posttest, and a questionnaire, and analyzed using descriptive statistical analysis and paired sample t-test. The data collection lasted for four weeks and the teaching experiment was conducted at a high school in Yunnan Province.
Results: The results of the pretest and post-test showed that the students in the sample group improved their drama performance achievement, with a mean difference of 4.55 points between the post-test score and the pretest score. The data collected from the questionnaire indicated that all items in the questionnaire were rated highly. The majority of the students in the sample group expressed a positive attitude toward the application of the Humanistic Theory to drama performance learning.
Conclusion: This study demonstrated that the use of the Humanistic Theory provided an alternative and effective way of learning drama performance.
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Liang, B., & Li, Y. (2002). Fundamentals of drama performance. Beijing: Culture and Arts Publishing House, p. 5.
Liu, C. (2010). The difficult journey of Chinese drama art. Retrieved on 15 May 2010, from: http://www.xijuzhijia.com/html/xinwenzhongxin/4009.html
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