戲劇教育、敘事實踐與編作劇場的跨域整合實踐：以香港生命教育

Integrating Drama Education, Narrative Practice, and Devising Theatre: Youth Applied Theatre in the Hong Kong Life Education Theatre Festival

本研究以「香港生命教育劇場節」為個案，探討戲劇教育、敘事實踐與編作劇場三種實踐如何整合為一套面向青少年的應用劇場行動模型。透過參與觀察、問卷調查與文本分析等方法，研究發現該計劃能有效促進青少年參與者的自我表達與生命敘
說，並透過劇場媒介建立意義感與社群連結。進一步分析顯示，多專業協作、教育制度的邊界與文化資源配置，構成此類應用實踐邁向制度化的關鍵挑戰。本文旨在回應
應用劇場於公共文化與教育場域中之潛能，並提出整合三種理論實踐的可行策略與制
度建議。

This study examines the Hong Kong Life Education Theatre Festival as acase of interdisciplinary applied theatre practice, integrating drama education, narrative practice, and devising theatre. Drawing on participant observation, survey data, and performance text analysis, the project highlights how youth participants develop self-expression, narrative agency, and meaning-making through collaborative artistic engagement. The findings illuminate how drama education’s imaginative pedagogy, narrative practice’s meaning-based reflection, and devised theatre’s co-creative strategies converge to build atransformative platform for youth. The study further reflects on institutional and systemic challenges in sustaining such practice, including interdisciplinary collaboration, educational frameworks, and public cultural policy.