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Design for Project-Based Learning Playwriting Class in Digital Learning Environments from Teaching Experience

  • The Journal of Korean drama and theatre
  • 2021, (74), pp.67-100
  • DOI : 10.17938/tjkdat.2021..74.67
  • Publisher : The Learned Society Of Korean Drama And Theatre
  • Research Area : Arts and Kinesiology > Other Arts and Kinesiology
  • Received : November 1, 2021
  • Accepted : December 6, 2021
  • Published : December 31, 2021

Choi Mina 1

1백석예술대학교

Accredited

ABSTRACT

In college, teachers have taught playwriting to learners with the educational method used in novel or poem writing classes. The joint review is a primary teaching style to get feedback from peers and improve their plays. However, the method of the joint review needs to change for the learner who is familiar with multi-media and are comfortable in the digital environment. The purpose of this study is to explore the educational method for playwriting classes using PBL(project-based learning) in digital learning environments and to find ways to encourage peer's diverse feedback. Using the case of the students in Dramatic Writing major at Baekseok Art University, this study proposes that steps of drama structure design the class, and through online feedback, learners exchanges their opinions and thoughts and follow these steps to achieve their small goals. At the beginning of the class, a teacher sets the project's goal, the one-act play, and learners set the rules for a safe environment for discussion. Then, during the writing process, such as logline, synopsis, 3parts of play, learners submit their writing to the online classroom and get an opportunity to read their peers' writing. After reading, with both ways, actual speech and (writing) chat in the online class, learners can get much feedback within a short period. In each step of writing, learners observe mistakes in peers' writing that they usually make in their writing and learn how to be fixed or find a better way. That accumulates their knowledge, and a teacher does not need to give a lecture and guide them to complete their final project. Furthermore, they also feel achievement and solidarity that encourage learners to finish their final goal and give sincere opinions to peers. It demonstrates that through class satisfaction surveys and interviews, learners deeply realize that peers' feedback influenced the positive effect on their works, even though, sometimes, they were confused by feers’ diverse feedback. Consequently, this PBL class in a digital learning environment stimulates the learning effectiveness and activeness of learners.

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