全球化下戲劇教育的跨界合作與在地實踐─以臺灣民間故事發展戲劇課程與教學為例

Globalized Action and Cross-cultural Collaboration through Drama Education: Using a Taiwanese Folktale to Develop a Drama Lesson as an Example

在全球化戲劇教育由西方引入亞洲的當下，本研究企圖透過臺英戲劇教育專家的跨界合作，以臺灣民間故事「水鬼城隍」發展戲劇課程，以了解全球在地化的實踐歷程及其對師生的文化連結意義。研究結果發現，使用本土民間故事作為的教學素材，關鍵在是否蘊含豐富的民情文化、故事完整且情節簡潔、人物有趣味性等；在「跨界合作」方面，雖然英國學者對於較複雜的文化概念仍無法完全理解，但透過共享故事中的想像空間、開放的態度及在地戲劇專家夥伴對諸多概念的釐清後，就比較能遊走於不同的文化界限，進行協作設計。在進行「課程與教學轉化」時，發現無論在設計前、工作坊課程進行中或實際的教學現場，都需要依據教學對象的經驗、年紀與學習狀態，彈性調整「暖身活動」、「戲劇策略」、「引導的問題」、及「課程順序」等。透過「師生回應」的資料也發現，無論教師或學生，對於這個以在地故事發展的戲劇課程，有著深入的討論與興趣。不過，對在地文化的詮釋和理解，會隨著師生的生活經驗與社會歷練之不同而有所差異。尤其是五年級學生，他們的回應多半反應了「個人的經驗」、「對在地傳統的認知」及「流行視覺媒體」等文化混血的現象。

Under the swift of globalization， Drama Education was introduced from the West to Asia countries— this paper intended to explore the glocalized process and its cultural meaning to local teachers and students using a Taiwanese folktale Water Ghost to develop drama lessons under the collaboration of two drama specialists from UK and Taiwan. It was found that the key points of using a folktale as teaching materials depended on whether it contained culture values and traditions， a complete story with simple story line， interesting characters. In the collaborative work， the UK scholar could not fully understand certain complicated cultural concepts; still， he was able to “navigate” through cultural borders within the imaginative story drama space and open attitude， and help in clarifying certain concepts from his local drama colleague. In terms of the transformation of curriculum and teaching， no matter what it was before， in a workshop or classroom setting， it was necessary to make certain adaptations to lesson plans， such as warm-ups， drama strategy， guided questions and activity sequences， depending on the participants’ experiences， ages and learning conditions. The analysis revealed that both teachers and students responded well in the discussion. However， their understanding and interpretations toward local cultures varied with their social contexts and life experiences. In particular， most discussion from the fifth graders reflected a tendency toward cultural hybridity –“personal experience” mixed with “traditional knowledge” and “popular visual media impressions”.