莎翁劇本融入國中表演藝術課程之行動研究─以羅密歐與茱麗葉為例

本研究對象為國中九年級的學生，選擇1個班共30名學生，以莎士比亞經典名劇「羅密歐與茱麗葉」為教學媒材，結合教育劇場的理念進行表演藝術教學，其男女主角年齡設定與學生年齡相仿，輔以九年級上學期已經上過的的世界歷史課程，讓同學能夠在本單元的學習過程中更能貼近莎士比亞所欲傳達的作品意念；實施共計8週「誰殺了羅密歐與茱麗葉？」創意教學活動，以教習劇場的方式進行教學，並蒐集學生的劇本對白創作、學習單以及即興表演演出影片作為研究工具進行探討。本研究結論如下：一、藉由莎士比亞的劇作融入國中表演藝術教學的教材，讓學生能自其作品中一窺文藝復興時期的概況，與瞭解文學作品、時代背景、社會氛圍跟藝術創作之間的關聯。二、在「東西方世界的愛情大悲劇」的單元中，用影片欣賞東西方對於「初戀」故事的不同處理手法，有助於學生認識在同樣的表演劇目中，所使用的敘事方式不同，賦予觀眾的感受則大相逕庭。三、「屬於我的樓台會」單元中的樓台會即興表演，讓學生在重現經典橋段「樓台會」時，將自己設定為男女主角，發揮表演創意重現男女主角的對話，藉戲劇表演的形式呈現出來，有助於教師了解學生的內心中真正對於「青少年戀愛」的態度。四、「莎士比亞我來做」單元訓練學生將自身的創意訴諸於文字，在當起編劇莎士比亞時，對於劇情的構思會有怎樣的安排，亦能藉以提升學生的作文能力。五、課程最後的分享討論著重於青少年的愛情觀、愛情故事編排架構，在了解東西方悲劇性的初戀故事結構之後，學生能夠理解戲劇中對於愛情的過度美好與片面的描述，與現實生活中的愛情現狀是有顯著落差的。研究者根據最後所得的研究結論進行探討，並做出對於在相關教材採用時所須注意事項、與實施時可做的教學關聯性的建議，作為後續研究的參考。

關鍵字

表演藝術課程；莎士比亞；教習劇場(T.I.E) ；建構主義教學；行動研究

並列摘要

Thirty students from a chosen class in 9 grade are the study objects. Using the master piece of William Shakespeare—Romeo and Juliet as the teaching media. And combine the idea of educational theatre to teach Performing Arts. In order to be close to the idea of Shake pear during the learning process, and actress to be similar to the students’, meanwhile with the background of world history that they have been taught last semester. Then a creative teaching activity-“Who kills Romeo and Juliet?” would be taught with the way of theatre-in-education for eight weeks. Finally the researcher can make an approach with the screenplay writing dialogues, worksheets and improvisation films from students. The conclusions of this research as below: 1. Students could peek the general situation of the renaissance through the teaching material of Performing Arts that Shakespeare’s scripts indulging into. And they could understand the correlations among literature, historical background, social atmosphere and artistic creation. 2. ”The Great Tragedy of Love for the East and the West.”, students could appreciate the different ways for eastern culture and western culture to deal with the “first love” stories. And this could help students to know that by using the different narrative forms, can make the audience feel quite different. 3. The improvisation in “My Rendezvous.“ By the way to set themselves as actor and actress when reappear the dialogues between the actor and actress through the form of drama playing. This could help the teacher understand the real attitude of teenager’s love from students’ inner world. 4. “I can be Shakespeare.”, could train the students to change their creations into words. While playing the screenwriter – Shakespeare, students could conceive how to arrange the story of drama, and to improve the writing ability. 5. The share and discussion in the end of the course focus on the love vision of teenagers and the structures between eastern and western tragic first love stories, students could understand the underserved praise and unilateral description of love; the existing condition of love is obviously different from that in those dramas. According to the final conclusions, the researcher go on the exploration and paint out the considerations for the teaching material adopting and the suggestion to the correlation od teaching and be the references for the following research.