The important contributions of theatre games to social-emotional learning

The important contributions of theatre games to social-emotional learning

  Winifred Ward, the founder of the field of creative drama, created children's theater with the philosophy that instead of memorizing parts of speech and acting set up by a teacher, children develop a play with their own thoughts, imaginations and emotions. This is also confirmed by Nellie McCaslin in her book Seeking the Aesthetic in Creative Drama and Theater for Young Audiences. “Let your child have an aesthetic experience in drama class?” I am sure. It is time to emphasize honest acting without burden. As long as you don’t memorize lines or do things to please others.”The efficacy of theatrical games according to the components of SEL (social emotional learning) can be summarized as follows.

Self-awareness

-There is a saying from Steve Kay in a TED talk, ‘We are designed to play’. We usually think of the opposite of play as work, but it's not that, it's depression. Through play, we learn who we are, what we like, and what we pursue. If this kind of play becomes artificial or determined from outside control, people in the North Korean system will live a life without themselves, just like playing card section.


Self Management

-Sussanne Longer said in her book Short Excerpt from Creative Drama in the Classroom and Beyond that “art creates perceptible forms expressive of human feeling”. And the words below of what she said after that are very meaningful to me. “Laugh at mistake!!!” We express ourselves freely in the safest and most comfortable state through play games. This increases your awareness and understanding of human emotions, including your own. As a result, you will understand and accept your own mistakes and imperfections. Eventually, you become tolerant of the imperfections and mistakes of others. You will manage yourself more positively and develop, reduce stress, and gain strong courage and motivation to go out into the world.


Social awareness

- According to Sheldon Patinkin's Plays (2000), drama activities don't usually happen at a desk. Students need open space for movement. Impromptu games are not meant to be won or lost, nor are they games for fun. They are in the moment, completely present to each other on stage. As the textbook, Drama for the inclusive classroom is introduced in Chapter 1, it is easy to perceive society itself as a jungle-like competitive society under the influence of excessive mass media. Through SNS, we easily divide everything into likes/dislikes. It's easy to think that this world is a win-lose game, maintained by popularity. At this time, drama activities help us to realize that the world we perceive is more developed, healthy, and wholesome through experiencing presence on stage.


Relationship technology


- Economic psychologist Paul J. Zak discovered that when we respect each other, play together, and laugh together, the feel-good hormone oxytocin is released in our brains and bodies. It motivates you to expand your social network, make friends, and reach out to others in a positive way (Zak, 2012). A virtuous cycle is created in which oxytocin creates feelings of respect, trust and empathy. These social experiences lead to collaboration, connection, and sharing, which in turn leads to more oxytocin, which in turn leads to more.
- I was able to confirm this again through Vicky Saye Henderson's TED talk. In other words, how easily you can get to know each other just by playing a game where people face each other in a circle. Through theatrical games, people can slowly take off their armor, take off their formality, and show their truest selves. This helps build a real relationship.


Responsible decision making

- To summarize the text of Excerpt from Improvisation for the Theater, the game is a skill to make the rules of the game while enjoying yourself without external authority, do self-discipline, and make the right decision for yourself without being swayed by the gaze and evaluation of others. it grows This helps students to make responsible decisions as independent beings, unlike passive closed education, which makes them unable to do anything without a teacher or leader.