Analysis of the teaching-learning process in art education : Designing the theatrical education as collaborative imagination

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This project studied the effect of educational practice implemented around adults' theatrical intervention on children's imagination and their cognitive/emotional development. The results showed that, first, well-defined script is not important in theatrical intervention. What is critical is the selection of theme and the presentation of theme through mysterious event from which children can develop their imaginative play. Second, the results showed that children's imaginative activities and cognitive activities influence and are influenced mutually. Children developed various imaginative play activities. These activities made sense for children of their cognitive activities such as reading books and exploring the surrounding nature. These also motivated children's literacy activities such as writing letters to the imagined objects. Third, theatrical intervention had positive effects on other type of art activities, drawing in particular. Children's imaginative play not only made sense for them of their drawings but also provided material for their drawings. Reading and exploring activities inspired by the imaginative play also provided material for children's drawings.