introduction

The history of drama as an educational curriculum is relatively short, and it began to appear in basic education at the end of the 20th century. Since the 21st century, drama education has become a new trend in global art education. In 2021, Tianyuan Public School Education Drama Center was established, offering Tianyuan Foreign Language Education Drama courses with the aim of exploring a training path that combines drama and foreign language learning. The center has established an expert committee and a research and development team to clarify the nature, philosophy, and core competency development content of the curriculum, and to implement the philosophy into teaching practice.

Nature of Drama Course

The nature of drama courses in basic education was discussed, and it was pointed out that drama, as one of the art categories, is integrated into the art curriculum and is not an independent compulsory course. Drama exists in the form of interest groups, student clubs, and has universality. Drama education aims to promote the development of students' multifaceted abilities and cultivate core competencies through the use of theatrical forms and theatrical performances.

The nature of Tianyuan's foreign language education drama curriculum

Discussed the nature of Tianyuan's foreign language education drama curriculum and emphasized its importance in the basic education stage. The course uses foreign languages as a carrier, and through activities such as role-playing, imitation, and singing and dancing, students are allowed to use foreign languages to interact, express ideas, unleash imagination, and convey culture in dramatic scenes. The curriculum has comprehensive, humanistic, and creative characteristics, not only integrating performance, music, dance, art, and other aspects, but also undertaking the task of improving students' comprehensive humanistic literacy, cultivating students' cross-cultural awareness, patriotism, international vision, and global awareness. At the same time, the course encourages students to fully utilize their imagination, creatively use language, understand and express various viewpoints and ideas in the process of design, production, expression, performance, and communication, promoting language construction, acquisition, and internalization.

The Basic Concept of Tianyuan Foreign Language Education Drama Course

The basic concept of Tianyuan's foreign language education drama curriculum was emphasized, including: 1 Putting students at the center, promoting comprehensive development and personality cultivation, cultivating students' mastery of key abilities needed for future society; 2. Spread excellent culture, improve the level of drama appreciation, disseminate culture through drama and language, and enhance students' artistic cultivation and aesthetic sentiment; 3. Create drama scenes, implement language project learning, simulate social life, combine textbook knowledge with practice, guide students to use foreign languages to understand and express script information, and communicate insights with the audience.

Core competencies cultivated in Tianyuan's foreign language education drama curriculum

Emphasize the importance of developing core competencies among Chinese students and point out the role of Tianyuan's foreign language education drama curriculum in cultivating students' core competencies. The course aims to enhance students' language and cultural literacy, theatrical artistic literacy, and social emotional literacy through dramatic means. Specifically, language and cultural literacy is the foundation, including aspects such as memorization, understanding, expression, and appreciation, covering both foreign and Chinese language and culture. Artistic literacy in drama is essential, involving learning, understanding, watching, appreciating, performing, and organizing theatrical activities, as well as the social, historical, and cultural background of drama. Social emotional literacy is developed through theater activities, including self-awareness, social awareness, self responsibility, and social responsibility, based on foreign and Chinese language and culture to develop social emotions.

The objectives of Tianyuan Foreign Language Education Drama Course

The Tianyuan Foreign Language Education Drama Course aims to cultivate students' abilities in four aspects: understanding and expression, creation and performance, appreciation and transfer, communication and cooperation. The course objectives include: 1 Students can use language knowledge to understand the theme and ideas of theatrical works, experience the emotions of characters, imagine stage situations, understand different cultural backgrounds, form correct values, and express their understanding of drama through forms such as drama criticism. 2. Students are able to use sound, form, and other means to express dramatic characters, scenes, and plots according to the needs of theatrical performance, creatively shape dramatic characters, narrate dramatic stories, and convey dramatic themes. 3. Students are able to appreciate classic theatrical texts and performances, evaluate their peers' and their own theatrical texts and performances, understand theatrical characters, performances, conflicts, and problem-solving methods, shape a healthy aesthetic taste, and transfer and apply the knowledge, skills, attitudes, and values constructed in theatrical activities to deal with and solve problems in daily life and learning. 4. Students are able to express their own views, communicate different ideas with others, actively cooperate with performances, demonstrate teamwork awareness and ability, respect actors, respond to performances, understand performance content, scenes, and behaviors, and use appropriate language to communicate and share their thoughts and opinions with others during drama comprehension and performance.

conclusion

The construction of Tianyuan Foreign Language Education Drama curriculum clarifies the nature of the curriculum, the consensus of the concept, and the cultivation of core competencies, and concretizes the curriculum objectives into teaching practice. The team is refining the requirements for literacy and behavioral performance, and combining them with the script to match the theatrical style and form, constantly revising them. The comprehensiveness and complexity of drama require teachers to possess high skills in drama, aesthetic literacy, educational theory, and knowledge of student development. Promoting the comprehensive improvement of students' core competencies through educational drama is a long-term and arduous task.