Dramatic Pathways to Identity Formation and Perception of Self-image in Adolescents at Shanghaibeijiao High School: A Die Approach
List of Authors
Norazlinda Mohamed Rosdi, Normiha Suraya Ibrahim, Wang Ying
Keyword
Drama in Education (DiE), Adolescent Identity Formation, Cultural Awareness, Experiential Learning
Abstract
This research explores the transformative power of Drama in Education (DiE) to develop identity construction, emotional resilience, and cultural understanding among teenagers in Shanghai Beijiao High School. The mixed methods design of this study weaves togethe rich qualitative narratives and quantitative data associated with the evaluation of the effects of DiE on both students and teachers. Students developed significantly in terms of self-confidence, expression of emotion, and teamwork. Teachers reported striking developments in terms of emotional intelligence, collaboration, and engagement with culture. Findings indicated the imperative for culturally resonant curricula; for instance, performances of The Ballad of Mulan and The Orphan of Zhao allowed students to make deeper connections to their heritage while informing reflective critical thinking around morality and ethics. Individual differences in prior drama experiences, systemic limitations of being part of an exam- oriented system, and lack of teacher training highlighted important areas for further development. It contributes to these theoretical frameworks by further reiterating how well DiE aligns with Constructivist Learning Theory and highlights the possibility of experiential learning.