When I tried to put last week’s idea into practice, I found that I had failed again. I wanted to start with the theatre story itself, but I got lost and then I found a book in the corner of the theatre-related books on the third floor of the school library, and a passage in it struck me.
The following day I went to the lawn behind Westminster Cathedral, which has a children’s area. I sat there and observed it all afternoon and found some interesting phenomena. There were five children gathered around and starting a role-playing game, with other children trying to join them at the back. Some of the children fitted in quickly, but one girl kept holding her mother’s hand and wanted to join in but was afraid to, and another boy kept trying to take on the role of leader of the game to the displeasure of the other children.
This children’s game is a microcosm of society, and in fact the problems that Chinese children have in interacting with others are even more evident. Most parents “protect” their children so well that they think “the grass is dirty”, “if you get wet, you will catch a cold”, etc. As a result, children do not know how to better participate in groups and interact with others. And children do not know how to participate better in the group and interact with others. As far as I know from the literature, the drama in education approach is very popular in Europe, but it is still a new industry in China. At the same time, much of the research on drama in education focuses on children’s learning at school but neglects the development of children’s emotional quotient after school. How can outdoor drama develop children’s Emotional Quotient while enhancing their ability to integrate into the community？This is the question I started to think about.