Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589859
Title: Reconsidering hyogen education in Japan : drama for the whole person in the twenty-first century
Author: Hida, Norifumi
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2013
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Abstract:
Hyogen (expression) education, which I received at elementary school and later university, has been one of major drama activities in the Japanese field of drama in schools. It originates in the Taisho Liberal Education Movement (the first progressive education movement in Japan) in the 1920s and 1930s and has been strengthened by Creative Drama in the U.S.A. and Drama-in-Education in England. Similarly to Winifred Ward (1930), Peter Slade (1954) and Brian Way (1967), specialists of hyogen education, such as Akira Okada (1985), believe that drama contributes to the development of a whole person, self-expression and individuality. However, I will argue that a concept of whole person has been re-conceptualised as a result of the emergence of new generations of drama teachers, and consequently hyogen education has become a limited dramatic method and has failed to achieve the development of a whole person. Therefore, in my PhD thesis, I reconsider hyogen education, or drama for a whole person, through the following three questions: 1. What different positions of drama are there in the Japanese field of drama in schools? (And how have they been genetically and historically constructed?) 2. How, and for what purposes do Japanese drama teachers use drama in their classrooms today? 3. How has the philosophy of education developed in the field of education? Each of the questions uses hyogen education as a starting point, while exploring the field from a different angle. Hopefully, this will provide Japanese drama teachers with three different, theoretical frameworks to look at the field objectively and understand issues and problems within it. This study adopts bricolage (Kincheloe & Berry, 2004) and cross-cultural comparison (Ember & Ember, 1998) as main research methods, and explores each of the three questions with additional research methods. Above all, with Pierre Bourdieu's (1993) theory of field, the study emphases that there is the field called 'drama in schools' and it is influenced by wider fields (the field of theatre and the field of education), especially the field of power (politics).
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.589859  DOI: Not available
Keywords: LB Theory and practice of education ; PN2000 Dramatic representation. The Theater
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