The Aesthetic Function of Educational Drama Practice in English Teaching

¹ Chelsea Academy, Front Royal, VA, 22630, USA
² University of California, Davis, CA 95616, USA
³ Shanghai Starriver Bilingual School, Shanghai, 201100, China
⁴ University of Pennsylvania, School of Arts & Sciences, Philadelphia, PA 19104, USA
⁵ Villanova Preparatory School, 12096 N Ventura Ave, Ojai, CA 93023, USA

^* zirenwang2551@gmail.com

Abstract

This paper explores the aesthetic function of integrating educational drama practice into English teaching. It aims to shed light on the potential benefits and implications of using drama techniques to enhance students’ language acquisition and overall learning experience. Through a comprehensive literature review and analysis, this study examines the relationship between aesthetics and education, highlighting drama’s unique capacity to engage students emotionally, intellectually, and creatively. By immersing learners in meaningful and contextually relevant theatrical experiences, drama practice encourages active participation, builds linguistic proficiency, fosters cultural understanding, and develops key soft skills. Furthermore, this research investigates various drama techniques, such as role-playing, improvisation, and performance, and illustrates how they can be effectively incorporated into English language curricula. Additionally, this paper highlights the importance of the teacher’s role as a facilitator in creating a supportive and inclusive learning environment for students to explore their individual voices through drama. Ultimately, this study advocates for the wider implementation of educational drama in English teaching as a means to enhance students’ language proficiency, cognitive abilities, and socio-cultural competencies, ultimately promoting a more engaging and effective learning experience.