@article{oai:sucra.repo.nii.ac.jp:00019915,
 author = {武田, ちあき},
 issue = {1},
 journal = {埼玉大学紀要. 教育学部, Journal of Saitama University. Faculty of Education},
 month = {},
 note = {This paper aims to show the whole picture of drama education in England, in both theory and practice, to those who try to utilize its methodology to English education in Japan. Under the promotion of active learning by the Ministry of Education, the potentials of drama education for developing communication skills of Japanese students have come to attract some attention in recent years. In that attempt, in order to avoid superficial mimicry or hasty failure, the first priority should be to understand how drama is established as an individual, comprehensive, and significant subject in the school curriculum in England and many other nations, and how it functions as a key subject to offer the base of all other subjects by training the effective techniques of self-expression necessary for study activities in all areas, and by fostering the positive attitudes for social interaction and engagement required to grow into responsible citizens. It is also noticeable that drama education further contributes to lifelong appreciation of performance arts, cooperative participation in communities, and even political pride of regions. All these multiple phases of drama education are depicted richly and realistically in Yorkshire school novels by Jack Sheffield, Gervase Phinn, and Andy Seed. Some humorous, some impressive, and some moving scenes are all persuasive descriptions of the marvellous power and deep influence of drama education that can change students’ and people’s lives. In narratives of fiction, the reader can vividly feel the overwhelming impact of drama, witnessing how it can entertain, enthuse, and educate students in various ways, and cultivate their several wholesome personalities. With this versatility in mind, in applying drama education to active learning in Japan, it is an absolute prerequisite to regard linguistic fluency as a mere preliminary step, and to be conscious of higher ideals and wider perspectives for global experience and social awareness, which ought to be the ultimate objectives of English education in Japan., text, application/pdf},
 pages = {151--174},
 title = {ヨークシャー学校小説に見るイギリス演劇教育の現場 : ドラマのドラマと舞台の舞台<人文・社会科学>},
 volume = {72},
 year = {2023},
 yomi = {タケダ, チアキ}
}