華德福教育性戲劇課程之「轉化」意涵
及教師實踐歷程探究

十二年國教於民國103年開始實施，國內的中小學課程綱要，亦將隨之由九年一貫延伸至十二年一貫。目前的九年一貫藝術與人文領域之表演藝術課程以每週一節的方式實施，多數的表演藝術成果僅限於課堂中學生互相觀演呈現，然而在1919年起於德國創立的華德福學校，卻有著極為注重戲劇課程對社群觀眾完整呈現的傳統，並且國高中畢業生通常會以莎士比亞名劇或各種名家劇作作為班級的畢業公演，頗令人好奇其課程施作模式。本研究從Steiner所創人智學的教育觀出發，對應美國華德福教育性戲劇課程(pedagogical theater)實踐之相關文獻，及促成參與者轉化之戲劇理論切入；透過敘事研究法訪談五位於不同年齡層，任教華德福教育性戲劇課程多年的資深華德福教師、六位曾經經歷過多年華德福教育性戲劇課程之不同特質的學生們，及部份班級演出相關紀錄片，輔以研究者多年於華德福學校欣賞班級戲劇演出之經驗做為參照，發掘華德福教育性劇場課程之教師實踐歷程及對於參與者的轉化意涵，及課程實踐所面臨的挑戰。本研究發現華德福學校一到十二年級的教育性戲劇課程，是延伸幼兒園孩童由的自發性模仿扮演遊戲而來。在人智學強調教育是一種潛移默化的治療、應於0-21歲當中循序開展人類四個層次的身體與十二種感官、並以主副課程統整的排課模式理念中，華德福學校自小學低年級起，即由導師透過精編合適班級演出的劇本，帶領班級逐年從小教室到大舞台的戲劇公演活動，建構孩子登台演出的能力與信心；並以一班一劇團的表演形式，讓班級每位同學都能在歷年的班級公演中學習扮演各種不同的角色，與嘗試劇場各部門的工作。到了國中青春期階段，則導引學生豐沛的情感投入角色詮釋與創造，幫助青少年透過戲劇抒發情感及展現自我。進而在高中階段，能夠更深層的透過內在衝突矛盾的角色面向，在班級共同排練的歷程中來探索自我的情感、立場與價值觀，並在和同學合作完成一齣戲的過程中，學習人際溝通與集體創作。教育性戲劇課程在教師有意識依據人智學理念設計課程的脈絡之下，除了對學生及導演教師有深刻的內在轉化意涵，班級戲劇公演作品對社群觀眾的分享，也有助於營造校園的藝術展演文化，值得體制內表演藝術課程參考。實踐此課程時教師將面臨的關鍵挑戰是排練時間經常不夠，秩序不易維持，需要教師在戲劇及人智學專業持續的成長，才能以正向能量帶領學生穿越重重挑戰，完成一齣齣凝聚班級創意的戲劇作品，師生共同登上生命高峰經驗的旅程。

關鍵字

華德福教育、華德福教性戲劇課程、轉化

並列摘要

Compulsory education has been extended from 9 years to 12 years in 2014, and the courses of current 9-year education system will also be extended along with the change. The performing art lesson is only one hour per week in main stream schools currently, and it limits students to perform drama publicly in the end of semester. However, the performing art lessen can end with a grand play of Shakespeare in Waldorf high school and it is really an attractive theme for research. This research literature is based on Rudolf Steiner’s education concept, the practices of pedagogical theater in America, and the transforming effect on participant in drama education or drama therapy. Using narrative research method to collect the life experiences of senior teachers and students in the pedagogical theater of Waldorf School to investigate the meaning of “transformation” and teachers’ challenge in pedagogical theater. The pedagogical theater from grades one to twelve in Waldorf School is an extension of the spontaneous free playing in the Waldorf kindergarten. Base on the concept of anthroposophy, the education should be carried out sequentially in the 0-21 year-old among four levels of the human body with twelve senses. Waldorf play will be directed by a class teacher from grades1 through 8, and it starts from small classroom to large stage drama events. It not only constructs the confidence of children but also establishes the ability of performance gradually. Every class is like a theater company, so each student has the chance to play different roles in each calendar year and experiences the work in various departments. Till puberty stage, the astral body is born, the teacher will lead students to drain their emotions by developing roles. Even in high school, the teacher will guide students to explore deeper interpretation of roles and students will learn more understanding of themselves and the cooperation with the team during the process. The class teacher designs drama courses according to anthroposophy concept, and it helps inner transformation for the students and also creates the culture of art performance in the schools. Teachers usually face the following 3 challenges during the process. First, there is no enough time to practice. Secondly, the order is not easy to maintain. Thirdly, teachers are required to continue growth in professional theater and anthroposophy leading students to complete a creative dramatic works.

並列關鍵字

Waldorf education, pedagogical theater, transformation

參考文獻

郭為藩（1971）。角色理論在教育學上之意義（上）。師友月刊 49期 (1971/07)，p 6-12

鄧惠泉、湯華盛（譯）（2001）。團體心理治療（原作者：Sophia Vinogradov, Irvin D. Yalon）。台北市：五南

Anderson N. (2011). On Rudolf Steiner’s Impact on the Training of the Actor. Literature & Aesthetics , 21 (1), 158-174

Ashperger C. (2008). The Rhythm of Space and the Sound of Time: Michael Chekhov's Acting Technique in the 21st Century, Amsterdam, New York, NY.

Petit, L. (2010).The Michael Chekhov handbook :for the actor. Milton Park, Abingdon, Oxon ;New York, NY

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華德福教育性戲劇課程之「轉化」意涵及教師實踐歷程探究

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