Archiving and reporting on the arts is just as important as the execution of artistic practice by itself.

The archival and recording of theatrical work may not be a part of creating the actual work, but it makes sure that theatrical happenings live beyond their ephemerality.

Careful recording and detailed reflections are extensions of the creative process behind any performance, educational program or workshop, and can become valuable learning resources for the entire field.

At TEFO, we’ve always been thinking about how to fulfill our responsibility to develop ourselves as a networking and consulting organization for other practitioners in this field, and we hope that the principle of “Shared Knowledge” can continue carrying us forward in this work.

Thus, we are continually working to strengthen our online database’s ability to gather, organize and preserve applied theatre practice here in Hong Kong, so that our field’s research, records and archives can inspire present and future generations of applied theatre practitioners.

Please note that our English database is still under construction, and there may not be as much content as our Chinese database. For more resources, please visit the Chinese version of our website.

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Hong Kong Masters and PhD Theses Drama Education Theatre-in-Education (TiE) Forum Theatre Process Theatre Theatre of the Oppressed

Changing Practice?− Exploring the potential contribution of applied theatre training to capacity building for NGO workers in China

Does applied theatre training contribute to capacity building for NGO workers in China? If so, how, and what factors might support or inhibit its effective application? This study adopts a blend of reflective practitioner research and action research as methodology centring on an applied theatre training workshop with a group of Chinese NGO workers. It draws from adult education literature in the area of experiential theories of adult learning and pedagogy, and the growing literature related to applied theatre and drama education. Both of these literatures raise theoretical issues concerning holistic learning and mindful and reflective practice, and a wide range of relevant categorisations of learning paradigms, fields and modes is canvassed.

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Hong Kong Masters and PhD Theses General Theatrical Skills

Re-considering affects in applied theatre: from the perspective of Michael Chekhov’s psycho-physical acting approaches

Thompson (2012) urges applied theatre practitioners to pay more attention to affective properties in applied theatre. This dissertation uses Chekhov’s (1991) psychophysical acting theories, as an artistic and acting approach, to examine how body/mind interaction stimulates affective properties in an applied theatre setting. Autoethnography is applied as the methodology for contributing the interpretation of affect from a subjective angle. I found that psycho-physical acting provides a new angle to enable understanding of how body and mind affect each other and produce the effect of self-understanding and the development of well-being. This dissertation suggests that understanding body and mind interaction could help practitioners to discover more potential benefits in applied theatre.

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Hong Kong Masters and PhD Theses General Theatrical Skills Elderly Drama Education Women Youth / Adolescents Community Theatre Theatre Games

Intercultural theatre approach in applied theatre: A multi-case study approach in Las Ranas and TYPT: 05

Identity is to be different from other people but that self-definition is not recognized by others all the time. Globalization and the standardization of the diversity of culture in terms of a ‘melting pot’ is a cause from concern. This research aims to explore how intercultural theatre approaches can be used in applied theatre in the community, in a diversity of cultural settings by two case studies, Case study 1 – Las Ranas in Spiral and Case study 2 – TYPT: 05 in Talawa. The research data was collected by four methods: participant and non-participant observation, semi-structured interview and questionnaire. The result will show that the participants responded positively during working with diverse cultures. There were no insurmountable obstacles or barriers between each participant with regard to cultural and language differences. While no one tradition can link all those differences, and an intercultural theatre approach could provide diverse cultures with a platform for developing an individual’s potential. That fulfills the objective of applied theatre that it raises up the awareness, and empowers the participants. In conclusion, there is an interrelationship between an intercultural theatre approach and applied theatre.

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TEFOzine

【Lesson Plan】English Teaching Plan: Look Out!|TEFOZine #9

The lesson plan serves two learning objectives. One is to enhance the language capacity of students and the other is to nourish the creativity of students. The lesson makes uses of the two strategies “Idea Association through Image” and “Forced Connections” which brings student through the creative process in creating a scene with basic information on who, where and what.

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TEFOzine

【 Lesson Plan 】How to Make Your Students C.L.A.P.? |TEFOZine #8

The following lesson plan takes advantage of this and uses drama conventions to extend the reading experience of kindergarten children, Not just literacy skills can be developed so as their problem solving skills, creativity and concept of the world. At the end of the theme, children present what they have leamt through multi-media arts including visual art, drama and even cooking!

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TEFOzine

Devised Theatre – A Trend? Or Just How People Usually Do Theatre|TEFOZine #6

Devised theatre has become so prevalent nowadays among theatre productions as well as in drama education in Hong Kong. The term ‘Devising’ is no longer rare or unheard of by theatre professionals and theatre goers.

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