A case study of drama education for indigenous children in the alternative classroom
The alternative classroom has recently attracted much attention as it can engage and encourage children while teaching them life skills. This study briefly investigated the impact of drama lessons on the growth of indigenous students in one of West Malaysia's orang Asli communities. It is essen...
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2022
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my.utm.1008432023-05-07T06:11:07Z http://eprints.utm.my/id/eprint/100843/ A case study of drama education for indigenous children in the alternative classroom Abdul Samat, Norhanim Baharuddin, Nurul Nafisa Bunari, Ghazali P Philology. Linguistics The alternative classroom has recently attracted much attention as it can engage and encourage children while teaching them life skills. This study briefly investigated the impact of drama lessons on the growth of indigenous students in one of West Malaysia's orang Asli communities. It is essential in widening the option of teaching approach because it would enable educators and indigenous students to learn more about drama as an alternative approach to learning. Through drama education, the children would also be introduced to various learning experiences and classroom settings. This paper investigates how drama is used as a method in the alternative classroom for indigenous children. It hopes to prove that children will be interested in learning and be able to develop their social skills if given more opportunities. In the qualitative study, the instruments employed to investigate what transpired throughout the activities were observation and interviews. Findings of this research reveals positive outcomes of drama, categorised into learning from real-life situations. It also highlights the use of drama to improve the children's non-verbal communication. The findings can be used as a guideline for practitioners to get a general overview of how drama can be used as a teaching approach in the alternative classroom and could be a discovery for the curriculum planner to implement drama for both formal and informal learning. This study could be complemented by future research on the challenges involved in teaching drama to indigenous children. Other than this, observation periods should be longer and more frequent because social and educational progress takes time to develop. Finally, future researchers may need to think about using alternative drama strategies that would fit the children's abilities. Human Resource Management Academic Research Society 2022 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/100843/1/NorhanimAbdulSamat2022_ACaseStudyofDramaEducation.pdf Abdul Samat, Norhanim and Baharuddin, Nurul Nafisa and Bunari, Ghazali (2022) A case study of drama education for indigenous children in the alternative classroom. International Journal of Academic Research in Business and Social Sciences, 12 (8). pp. 1833-1846. ISSN 2222 -6990 http://dx.doi.org/10.6007/IJARBSS/v12-i8/14495 DOI: 10.6007/IJARBSS/v12-i8/14495 |
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P Philology. Linguistics Abdul Samat, Norhanim Baharuddin, Nurul Nafisa Bunari, Ghazali A case study of drama education for indigenous children in the alternative classroom |
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The alternative classroom has recently attracted much attention as it can engage and encourage children while teaching them life skills. This study briefly investigated the impact of drama lessons on the growth of indigenous students in one of West Malaysia's orang Asli communities. It is essential in widening the option of teaching approach because it would enable educators and indigenous students to learn more about drama as an alternative approach to learning. Through drama education, the children would also be introduced to various learning experiences and classroom settings. This paper investigates how drama is used as a method in the alternative classroom for indigenous children. It hopes to prove that children will be interested in learning and be able to develop their social skills if given more opportunities. In the qualitative study, the instruments employed to investigate what transpired throughout the activities were observation and interviews. Findings of this research reveals positive outcomes of drama, categorised into learning from real-life situations. It also highlights the use of drama to improve the children's non-verbal communication. The findings can be used as a guideline for practitioners to get a general overview of how drama can be used as a teaching approach in the alternative classroom and could be a discovery for the curriculum planner to implement drama for both formal and informal learning. This study could be complemented by future research on the challenges involved in teaching drama to indigenous children. Other than this, observation periods should be longer and more frequent because social and educational progress takes time to develop. Finally, future researchers may need to think about using alternative drama strategies that would fit the children's abilities. |
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Article |
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Abdul Samat, Norhanim Baharuddin, Nurul Nafisa Bunari, Ghazali |
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Abdul Samat, Norhanim Baharuddin, Nurul Nafisa Bunari, Ghazali |
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Abdul Samat, Norhanim |
title |
A case study of drama education for indigenous children in the alternative classroom |
title_short |
A case study of drama education for indigenous children in the alternative classroom |
title_full |
A case study of drama education for indigenous children in the alternative classroom |
title_fullStr |
A case study of drama education for indigenous children in the alternative classroom |
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A case study of drama education for indigenous children in the alternative classroom |
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case study of drama education for indigenous children in the alternative classroom |
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Human Resource Management Academic Research Society |
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2022 |
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http://eprints.utm.my/id/eprint/100843/1/NorhanimAbdulSamat2022_ACaseStudyofDramaEducation.pdf http://eprints.utm.my/id/eprint/100843/ http://dx.doi.org/10.6007/IJARBSS/v12-i8/14495 |
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