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 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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Journal of Drama and Theatre Education in Asia (DaTEAsia) Drama Education Process Theatre Applied Theatre Research

Exploring the Moral Values of Trust and Care through Process Drama in a Chinese Primary School: The Case of Workshop A Lion in Paris | DaTEAsia Vol. 10

Based on an in-depth case study of a workshop adapted from the picture book A Lion in Paris, this paper explores the possibilities of introducing drama to promote primary children’s moral values of trust and care in the Chinese educational context.

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Applied Theatre Practice Journal of Drama and Theatre Education in Asia (DaTEAsia) Drama Education

Elements of Drama Applied for Emotional Support to Children during the Pandemic (Chinese) | DaTEAsia Vol. 10

During the pandemic, conflicts arise readily between homebound parents and children and result in emotional instability. In this article, the author shares how elements of drama can be applied to help children, teenagers and parents regulate their emotions and foster a healthy parent-child relationship. This article illustrates that appropriate application of elements of drama promotes quality parent-child interaction, through which children learn to regulate their emotions.

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Journal of Drama and Theatre Education in Asia (DaTEAsia) Applied Theatre Forms Drama Education Process Theatre Applied Theatre Research

Artistic Transfiguration: Drama as Pedagogy during and after the COVID-19 Pandemic(Chinese) | DaTEAsia Vol. 10

This article examines the notion of transfiguration and analyses how process drama and arts education can help achieve elevated mental and spiritual states through transforming adversity to something that inspires beauty and deep meanings. This article illustrates this transfigurative function of drama education with an online pedagogical resources project which supports kindergartens with mainly drama education during and after the COVID-19 pandemic. The author accordingly points out that drama education can effectively address the emotional, spiritual, ethical and mental needs of teachers and young children in the context of post-pandemic education.

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Journal of Drama and Theatre Education in Asia (DaTEAsia) Applied Theatre Forms Applied Theatre Theory Drama Education

Human Acts of Imagination: Drama and the Culture of Education|DaTEAsia Vol. 9

The “subject” of educational drama and theatre is what it is to be human, our focus is on the self. The self of course is socially constructed and as drama and theatre are social art forms, the relationship between self and society and society in the self is at the core of what we do. Form and content is indivisible, meaning making is paramount. How we learn, the philosophy and pedagogy that underpins the art form of drama, and the culture of education that nurtures it is therefore critical to everything we do.

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