In Aichi Prefecture, a high school has adopted an educational methodology that fuses drama with language learning. This initiative seeks not only to strengthen communication skills among students, but also to promote mutual understanding and teamwork. This approach, called “Japanese Liberal Arts,” is designed to be taught even by teachers without drama experience, setting a precedent in Japanese education.

A New Path in Japanese Language Teaching

Kariyahigashi Prefectural High School has implemented this subject into its daytime part-time education program for third- and fourth-year students. At two hours per week, the course complements conventional Japanese language studies, emphasizing practical listening and speaking skills. Although it includes theatrical elements, the program is taught by Japanese language teachers, proving that stage experience is not required to lead these classes.

Learning through Theatre

In a recent class, 30 students were divided into groups to create and perform plays based on intergenerational themes: relationships between mothers and daughters at different stages of life. For four hours, the students developed their plays through improvisation, without relying on written scripts.

Professor Tomohiko Hyodo surprised the students with an unexpected instruction before the performances: to connect the four plays into a continuous narrative. This challenging twist fostered attention and collaboration between the groups, showing the importance of adapting in real time, an essential skill both in theatre and in everyday communication.

Beyond the Stage

Hyodo, who also advises the school’s drama club, developed this curriculum with applicability in mind for teachers without a theatre background. As diversity in the student community increases, the need to improve communication skills becomes more apparent. The program is structured in three phases: individual exercises with gestures, group drama production, and integration of reading activities to address the issue of loneliness.

“The goal is not to assess acting skills, but the ability to interact, adapt and communicate effectively,” Hyodo stressed. To facilitate implementation in other schools, he published a book entitled Preparatory Exercises for Communication, offering practical guidance based on his experience.

An Expanding Trend

Since the early 2000s, theatre has gained ground in Japanese education. Prefectures such as Gifu and Nagano have implemented workshops and special programs with professional actors in various educational institutions. However, Kariyahigashi’s proposal stands out for its inclusive approach, allowing teachers without theatre experience to actively participate.

Associate Professor Takahiro Watanabe, an expert in theatre-based education, sees this methodology as a significant advance. “To expand this approach, it is essential for teachers to discover the joy of theatre and experience it together with their students,” he commented.

Conclusion

The theatre programme implemented at Kariyahigashi High School is an inspiring example of how creativity can transform education. By prioritising communication and collaboration, this initiative prepares students to face the challenges of a diverse society. With the potential to be replicated in other institutions, this approach could mark the beginning of a new era in teaching, where theatre becomes a key tool for the comprehensive development of young people.

Source: The Japan Times