Fictional Worlds and the Real World in Early childhood Drama Education
Fictional Worlds and the Real World in Early childhood Drama Education
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幼儿戏剧教育中的虚构世界和现实世界
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
S. Schonmann
中科院分区：
文献类型：
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作者：
S. Schonmann
本章试图拓宽戏剧/戏剧教育的研究范围，将儿童作为观众这一被忽视的问题置于戏剧在教育中的应用的主流思想中。想象与现实之间的微妙界限是从观看戏剧表演的孩子的角度来研究的。这是基于观察性研究，我研究了5-8岁的儿童是否以及如何体验表演的审美体验，以及他们参与表演如何影响审美距离的减少。关于儿童作为早期儿童观众及其在戏剧表演中对审美距离的感知的研究是新的和开创性的。目的是开发一种评估幼儿审美距离的工具。
This chapter seeks to broaden the scope of research in Theatre/Drama Education by placing the neglected issue of the child as spectatorIn the mainstream of thought on the uses of drama in education. The fine boundary between imagination and reality is studied from the viewpoint of the child watching a theatre performance. This is based on observational research in which I examined if and how children aged 5-8 live the aesthetic experience of a performance, and how their involvement in the performance affects the reduction of aesthetic distance. Research on the child as spectator in early childhood and his or her perception of aesthetic distance in a theatre performance is new and ground-breaking. It aims at developing an instrument for assessing aesthetic distance in early childhood.