Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.640966
Title: Issues related to the potential adoption of drama as an integral part of a new national curriculum : the case of South Korea
Author: Kim, Su-youn
ISNI:       0000 0004 5349 6177
Awarding Body: University of Warwick
Current Institution: University of Warwick
Date of Award: 2014
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Abstract:
South Korea has recently adopted a new national curriculum (the new NC, 2009 NC), emphasising the development of students’ creativity, their interest in learning, and self directed learning. However, it seems that some confusion exists in local schools as to how to follow the emphasised points of the new NC. This study started under the hypothesis that the adoption of drama and story would contribute to schools following the main ideas of the new NC, facilitating an enjoyable and effective curriculum in local Korean schools. To examine this hypothesis I created a workshop which actively adopted drama and story, with a focus on teaching selective parts of the new NC to year one classes. I wanted to intensively observe what happened during these workshops. I had a total of six or seven sessions to teach the workshop to five year one classes in two Korean schools. I adopted the case study as my research methodology, studying the five cases (the five year one classes) in depth with a mixed method approach, which allows the use of both qualitative and quantitative research methods. After the workshop those students, class teachers and head teachers who participated in the study provided positive responses regarding the adoption of drama and story within the new NC. It can be said that this study shows the possibility that adopting drama and story can be a way to teach the new NC in an enjoyable and stimulating manner. However, it has also found that the class and teacher require certain conditions in order for the effects of adopting drama and story to be fully realised. In particular, it is very important to develop school teachers’ understanding of drama in the classroom and to support them in their practice if they want to adopt drama in their teaching. Therefore individual schools, the Ministry of Education and the Local Ministry of Education need to cooperate to provide proper support for teachers. It is expected that this study will result in more active future research in this area, since there is still no published research about drama and story for both an integrated curriculum and, more specifically, for the new NC design in Korea.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.640966  DOI: Not available
Keywords: LB1501 Primary Education
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