This paper reports and verifies the theater communication classes for special needs children. The analysis method adopted in this research is field work and interaction analysis. The point of value in this paper is: "What is going on concretely?" and "What is the meaning of what is going on?" In this thesis, we focus on three scenes of theater workshops. As a result, we have three findings: 1) Acceptance of individual recognition and amplification of self-esteem, 2) Establishment of relationship of "seen-seeing," and 3) Change of awareness of children by artist's intervention over time. We also have two findings from post-interviews: 1) Facilitators give children criteria for judging what is deemed suitable through acts of "praise" and 2) opportunities to experience the relationship with other people through non-verbal communication. Meanwhile, We plan to continue to refine this conclusion, based on more case analysis.
|Translated title of the contribution||Expectation and Actuality of Social Inclusive Aspects in Theater Workshops: Case Study of Theater Workshops in A Class for Special Needs Children|
|Number of pages||11|
|Journal||芸術工学研究 : 九州大学大学院芸術工学研究院紀要|
|Publication status||Published - Oct 1 2018|