Abstract
Drama therapy is a complex approach that involves role-playing, dramatic play, and the power of immersive spaces to help participants open their minds in the process, bringing the surrounding environment into a secure social environment and contributing to the participants’ mental health development. In education, drama therapy helps students develop self-confidence and actively face and address their internal challenges in a learning atmosphere, contributing to cross-cultural communication and promoting cultural exchange (Leavy, 2019). Different cultural backgrounds produce various emotions depending on the pedagogical use of drama therapy in the classroom (Van Kleef, 2016). The current study examined participants’ experiences performing drama, evaluating how drama therapy sessions can help soothe negative emotions. The participants in the study were high school international students who performed in an immersive theatre exhibition, completing the final performance after two months of drama training. Various qualitative and quantitative methods were employed to analyze the outcome of drama therapy and explore the impact of drama therapy on participants. This study investigates the effects of drama therapy on the participants’ cross-cultural and interpersonal interactions and explores how to better use drama therapy as a tool to guide educational systems that actively assist cross-cultural communication.
Presenters
Qitong TianDrama Teacher, Performing Arts Department, North America International School, China
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Drama Pedagogy, Drama Therapy, Immersive Space, Musical Theater and Psychology
