earticle

영어

Due to the prevalence of a one-way teaching and learning paradigm, it is difficult for students to develop their own thought processes. Students are used to being fed and given information, and not encouraged to formulate their own opinions, and thus, do not feel comfortable in developing their logic. In such a circumstance, this study aims to investigate the effects of engaging comparative method in learning American drama. In accordance with constructive pedagogy, the comparative method project will promise to play a constructive role in assisting students to find their own voices and thoughts, grounded on their experience and knowledge. The study attempts to answer the following two primary questions: 1) To what extent does comparative method help students to understand American drama better and deeper?; 2) How do students respond to constructive pedagogy in drama class? Findings demonstrate that a student’s voluntary embrace of comparative study produced a better understanding of a play and the work to which it was compared. Students could learn how to connect their own knowledge and experience to the subject, in the process not only learning about an American drama, but also, independently, triggering their own thoughts about their personal experiences.