Henry Caldwell Cook's "Play Way" in Language Education
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概要
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In the present paper I have examined the content of Henry Caldwell Cook's originalteaching method, "Play Way" in order to explore how effectively drama can be used in languageeducation.Cook developed W. H. D. Rouse's Latin and Greek teaching in Direct Method and introducedtheatre into English education for the first time in England and Wales in the 1910's. Cook attemptedto make the best use of drama as an educational means, recognizing its nature and advantages to reapthe fruits. His teaching method exerted a far-reaching influence on the subsequent educational scenesin England and Wales, named as "The Play Way Method," in which all subjects were systematicallydramatized. From the very beginning Cook used drama for English (as a first language) teaching.However, Cook never restricted the function of his "Play Way" to only an English teaching medium.Students performed written literary works so as to truly appreciate them, but at the same time thetheatrical experience itself was significant in helping them prepare to be good citizens in society.Here drama is "the one means that is an end itself" for English education. Cook's "Play Way" comesfrom his belief of the theatricality of human existence.Teachers in English education as a foreign language in Japan are paying less attention to holisticaspects of learners as human beings and more to superficial communication-oriented teachingfocusing on learners' practical needs. The application of Cook's theatrical method "Play way" toEnglish education in Japan must be stimulating and effective in saving the present problematicsituations. On one hand, teachers should attempt to have students appreciate literary texts containingthe highest level of rhetoric which must be stimuli for their language learning : on the other hand,teachers must have students experience acting and performances which will contribute to their futuresocial lives based on theatricality. In that case it is needless to say that the teachers are required tocorrectly understand the nature of theatre, including the two-layers of meaning in theatre at thedramatist's and the characters' levels. It is in the very two-layer structure of meaning that lies thestrong point of theatre which teachers use in language education.
- 2010-12-20
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