Yaqi Zhao

The article presents a comprehensive exploration into the feasibility and challenges of integrating Drama as an independent curriculum in an international high school located in Xi'an, China, targeting students from Grade 10 to 12. Recognizing the substantial pedagogical benefits of drama-based learning activities, such as enhanced English speaking and listening skills, creativity, communication competence, and empathy, the proposal delves into the complexities of curriculum development amid varying national policies and educational paradigms. It critically examines factors influencing the implementation of drama education, including local control, government initiatives, educational philosophies, funding, quality of content, teacher qualifications, and the socio-economic context of schools. Through a thorough literature review and analysis of the existing educational setup—including the school's adherence to the California Common Core State Standards and the need for incorporating Chinese textbooks—the article advocates for the autonomy and flexibility of drama education outside the conventional curriculum framework. It underscores the potential for drama education to foster a collaborative learning environment, facilitate linguistic and cultural awareness, and support the holistic development of students. Furthermore, the article highlights the strategic considerations for curriculum design, addressing the gaps between students' background knowledge and curriculum standards, particularly in ESL contexts. The proposal also touches upon exciting opportunities for students to gain drama certifications through online contests, enhancing their university application competitiveness. Overall, it posits that while there are substantial challenges, including funding, content provision, and teacher training, the inclusion of drama as an elective in the international school curriculum offers a promising avenue for educational enrichment and student development.

drama, curriculum design, California common core state standards, art education, teacher training, curriculum autonomy

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