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

本项目研究了成人戏剧干预对儿童想象力和认知/情感发展的影响。结果表明，首先，明确的剧本在戏剧干预中并不重要。关键是主题的选择和主题的呈现，通过神秘事件来发展儿童的想象力游戏。第二，儿童的想象活动与认知活动相互影响、相互影响。孩子们开展了各种富有想象力的游戏活动。这些活动对孩子们的认知活动有意义，比如读书和探索周围的自然。这也激发了孩子们的识字活动，比如给想象中的物体写信。第三，戏剧干预对其他类型的艺术活动产生了积极的影响，尤其是绘画。孩子们的想象力游戏不仅使他们的绘画有了意义，而且为他们的绘画提供了材料。受想象力游戏启发的阅读和探索活动也为孩子们的绘画提供了素材。

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.