This phenomenological study reports an authentic collaborative project between students of acting and directing (AD) and students of Teaching English as Speakers of Other Languages (TESOL) in University Sains Malaysia (USM). The project, which is integrated and infused with features of authentic learning and creative drama education, aims to provide the AD students with new learning experiences that are authentic in nature and that focuses on their abilities to direct a full theatre performance. Using qualitative data collection methods (i.e., online reflections and open-ended items), the study identified and determined six meaningful learning experiences that the 29 AD students gained: (i) constructing, sharing, and utilizing knowledge; (ii) understanding roles as directors; (iii) identifying and solving problems; (iv) creating and building teamwork; (v) developing creativity in directing; and (vi) practising professionalism in directing. The paper also provides some guidelines for other practitioners and researchers to undertake similar projects in future and in other settings.
authentic learning, collaborative learning, meaningful learning experiences, collaborative project, acting and directing students, theatre education, phenomenology
We would like to thank the reviewers for the constructive comments and also the students of Universiti Sains Malaysia (USM) for participating in the Advancing Creativety Together (ACT) Project.
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Recommended APA Citation
Ramli, N., Suhaimi, S., & Kabilan, M. (2021). The Effects of an Authentic Collaborative Project on University Directing Students’ Learning Experiences. The Qualitative Report, 26(12), 3734-3755. https://doi.org/10.46743/2160-3715/2021.5005