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Crystallizing truths : an investigation into the value of reflective practitioner work to examine creativity in educational
Author
Wong, Karen Ann Ka Lin
Supervisor
Hazell, Stephen
Abstract
I began this research with an inquiry into the current "cultural capital" school communities in Singapore find themselves in, the teaching and learning contexts influenced by our ability-driven social, cultural political and economic makeup. Definitions and ideas about creativity and the circumstances that subsequently influence teachers' attempts to utilise educational drama practices are taken up in Chapter 1. The second chapter discusses the conflicts posed by the subjective nature of creativity and proposes the use of reflective practice as a means of understanding this process and its implications in educational drama.
A description of reflective practitioner work follows in Chapter 3, delineating how it would function in this research to examine "creativity" within educational drama practice. Chapter 4 provides a detailed exploration into important findings on "creativity" with teachers Suhaily Supahan and Tammy Tan, along with their drama classes from JurongVille Secondary School and Bowen Secondary School respectively. Achieved through reflective practice, the chapter also describes the participants' attempts, achievements and obstacles faced as they used various drama strategies to facilitate contemplative and reflective practices.
The fifth chapter examines the impact that reflective practice in drama had on teachers' views of drama objectives, charting the teachers' process of objectification within their educational drama curriculum. Also, the chapter highlights the often-undocumented potential that certain objectives and strategies had on the students' creative processes. The final sixth chapter sums up the major impact that reflective practice had on creativity education in this research and highlights the potential of reflective practice in the future of Singapore's drama curriculum.
A description of reflective practitioner work follows in Chapter 3, delineating how it would function in this research to examine "creativity" within educational drama practice. Chapter 4 provides a detailed exploration into important findings on "creativity" with teachers Suhaily Supahan and Tammy Tan, along with their drama classes from JurongVille Secondary School and Bowen Secondary School respectively. Achieved through reflective practice, the chapter also describes the participants' attempts, achievements and obstacles faced as they used various drama strategies to facilitate contemplative and reflective practices.
The fifth chapter examines the impact that reflective practice in drama had on teachers' views of drama objectives, charting the teachers' process of objectification within their educational drama curriculum. Also, the chapter highlights the often-undocumented potential that certain objectives and strategies had on the students' creative processes. The final sixth chapter sums up the major impact that reflective practice had on creativity education in this research and highlights the potential of reflective practice in the future of Singapore's drama curriculum.
Date Issued
2001
Call Number
PN3171 Won
Date Submitted
2001