A Study of Creative-Thinking Strategies on Playwriting of the 6th Grade Pupils

• Main Authors: CHEN,PEI-RONG, 陳沛蓉
• Other Authors: PAN, LI-ZHU
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/4ts49e

碩士 === 國立臺灣師範大學 === 創造力發展碩士在職專班 === 97 === The purpose of this study was to explore the effect of a course in playwriting designed based on Creative-Thinking Strategies. The thirty 6th grade pupils of elementary school in Taipei were recruited for the study to investigating their thought and actions. One or two lessons each week were applied to carry out this study. The research employed qualitative methods of observation, the record of pupils’ action in class, notes from a teacher’s reflection, analysis of pupils’ script writing work and worksheets, and individual interviews to examine how the strategies influence pupils’ learning. The finding of the research was as followed： While applying creative-thinking strategies to playwriting, it demonstrated that：Firstly, giving characters’ description based on Brainstorming, it was allowed pupils to utilize time effectively, lead to open-minded learning situation, develop a lively discussion, and produce negative adjectives. Moreover, refer to the method of SCAMPER, Substituted, Combined, Adapt, Modify, and Put to other uses, it seemed to make pupils unable to think clearly. In addition, combining scenario with Mind Map resulted in considerable difference in map-drawing. It gave pupils who possess great skill at painting a big advantage at map-drawing. However, drawing the map was regard as process instead of final work of playwriting by some pupils. In regard to playwriting, the research aimed mainly at five portions, theme, characters, plots and scenario, writing skills, and metaphor. （1）Theme：The rate reached 40% for pupils to present the main subject correctly in case of making an outline of script ahead. （2） Characters：It was divided into seven personality types. It was the highest rate, 34.2%, to create positive personality traits.（3）Plots and Scenario：Mind map was regard as process instead of final work of playwriting by 43.3% pupils.（4）Writing skills：”Conflict” which was in the first rank of applying to playwriting soared 89%. Additionally, “Contrast” rose by 85 per cent, “Crisis” accounted for 67%, “Innovation” occupied 44%, “Suspense” stood at 19%, and only 11% of “Symbol” was employed. （5） Metaphor： It illustrated personality, dream, imagination, heart’s desire of a scriptwriter throughout his work. The researcher generalized a conclusion of pupils’ creative-thinking types from these findings：They were “Thoughtfulness”, “Intuition”, “Imitation” and “Autobiography”. To sum up, based on the course design of the research, some recommendations about creative-thinking strategies on playwriting and further study in this field are offered. The beauty of literature, playwriting, allows students to develop their remarkable ability of creative-thinking, inspire their fertile imagination, and learn by everyday experience as well. Therefore, students are able to be stimulated consuming interest in writing and encouraged to be highly creative scriptwriters.