Dramatizing Living-in-the-World: Affective Generalization in Drama-in-Education Workshop.
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| Title: | Dramatizing Living-in-the-World: Affective Generalization in Drama-in-Education Workshop. |
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| Authors: | Xu, Shuangshuang (AUTHOR), Wang, Jing (AUTHOR), Tateo, Luca (AUTHOR) |
| Source: | Integrative Psychological & Behavioral Science. Sep2022, Vol. 56 Issue 3, p513-541. 29p. 5 Color Photographs, 6 Diagrams. |
| Subjects: | Developmental psychology, Affect (Psychology), Generalization, Chinese people, Educational counseling |
| Abstract: | Drama-in-Education workshops (DiE) emphasize on balancing between teacher's delicate structuring and participants' spontaneous exploration and creation in dramatic activities and thus can be a powerful liminoid space to scaffold and facilitate young people's development. Still, more researches are needed to dig into and understand such a dynamic and complex process happening in the workshop. In this article, we presented the theoretical background of conceptualizing drama as a hybrid cultural-aesthetic form to identify its potential in educational guidance. The perspective of developmental cultural psychology was introduced to frame DiE practice as a catalytic process working on releasing and transforming participants' developmental forces. The hierarchical levels of semiotic mediation in cultural psychology can help to capture participants' affective and cognitive generalizations in semiotic forms and to perform a micro-genetic analysis of the flow of participants' subjective experiences. We also provided a step-by-step analysis of a DiE practice working with young Chinese immigrants to illuminate our theoretical proposal. [ABSTRACT FROM AUTHOR] |
| Copyright of Integrative Psychological & Behavioral Science is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Drama-in-Education workshops (DiE) emphasize on balancing between teacher's delicate structuring and participants' spontaneous exploration and creation in dramatic activities and thus can be a powerful liminoid space to scaffold and facilitate young people's development. Still, more researches are needed to dig into and understand such a dynamic and complex process happening in the workshop. In this article, we presented the theoretical background of conceptualizing drama as a hybrid cultural-aesthetic form to identify its potential in educational guidance. The perspective of developmental cultural psychology was introduced to frame DiE practice as a catalytic process working on releasing and transforming participants' developmental forces. The hierarchical levels of semiotic mediation in cultural psychology can help to capture participants' affective and cognitive generalizations in semiotic forms and to perform a micro-genetic analysis of the flow of participants' subjective experiences. We also provided a step-by-step analysis of a DiE practice working with young Chinese immigrants to illuminate our theoretical proposal. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 19324502 |
| DOI: | 10.1007/s12124-021-09625-9 |
