士别三日，即更刮目相待，

《孙权劝学》告诫我们要勤勉读书，

(资料图片仅供参考)

方能有所长进；

刘姥姥说“礼出大家”，

坦率质朴的言行彰显出久经世故的大智慧；

一条假的钻石项链，

却让美丽的玛蒂尔达为一时作祟的虚荣心付出了十年的辛劳；

……

一提起阅读经典，不少学生都会觉得头疼：在炎炎夏日里捧着厚厚的经典名著，硬着头皮往下读，可那些与现代生活相去甚远的老故事，似乎怎么也提不起自己的学习兴趣。其实，经典文学作品对学生而言有着极大的积极意义。英国利物浦大学的菲利普·戴维斯教授所参与的一项研究表明，阅读经典文学作品有助于强化大脑思维，提高注意力和记忆力，提升智力水平，并说“阅读真正的文学作品，就像给大脑加了火箭助推器一样”。

那么，在海量资讯令人眼花缭乱、甚至产生阅读疲劳的今天，怎样才能引导学生深入学习古今中外的经典名篇，在那些经过人类文学史大海淘沙般洗礼的故事中，寻得一份安静与思考呢？不同于单一刻板的书本学习，杭州惠立学校另辟蹊径，用演绎戏剧的方式开展经典名篇教学，极大地激发起同学们的学习热情，更加深了同学们对书中人物和故事意义的理解。让我们在惠立初中部语文教研组老师的带领下，欣赏惠立学子别具一格的中文戏剧表演吧。

语文学习和戏剧演绎

相辅相成

戏剧——集语言、形体、音乐、美术等多元素于一身，能综合提升感受力、表现力、理解力、创造力，以及动手能力和团队合作精神。在杭州惠立学校，我们坚信孩子们可以通过丰富多彩的形式获得语文知识，而语文学习和戏剧的结合是抽象思维和形体思维的结合，是知识与能力的结合，让孩子们在收获知识的同时，领悟情感、创造精彩、提高表达水平。近期，杭州惠立学校初中部语文组精心筹备，在初一至初三师生的共同努力下，将《孙权劝学》《刘姥姥进大观园》《杜甫》《项链》等经典课文篇目搬上舞台，呈现出一台精彩的中文戏剧演出。

在惠立，语文教学更重视学生的

学习体验

初中部的语文教学一直通过不同形式的有益探索，为孩子们提供浸润式的中文学习氛围和开放包容的教学方式，极大地支持着孩子们的全面发展。我们不仅重视学生学习的效果，更看重学生们的学习体验。因此，在本次中文戏剧表演中，学生们结合自身的兴趣爱好和特长，通过剧本改编和创作、参与表演和导演、制作道具等多种形式来传达自己对文本和人物的理解，让课内所学一直延伸到课堂之外。

不一样

的语文学习，学生和家长这样说

当天表演结束后，我们还采访了参与这次中文戏剧表演的师生和家长，来听听大家在这次活动中的感想和体会吧。

《杜甫》演员Alice同学

我饰演的是“老妪”这一角色。因为之前有三年的音乐剧表演经验，所以对我而言，这次演出没有太大的困难，唯一的挑战就是要在短短两个星期里记住所有的台词。我觉得我最终的呈现要比想象得好一些。不过，下次演老太太时，我要把声音再压低一点，更符合老太太的音色。

《项链》导演 Tom同学

对我来说，这次当导演的经历是个非常不错的体验和挑战。从一开始的什么也不懂，到后来与大家团队协作，不断拉近距离，最后完成对演员动作和神态语气，以及灯光的最终呈现，让之前只当过演员、没当过导演的我学到了许多，也对我的IGCSE戏剧选修课的决定多了一份从容。

《刘姥姥进大观园》道具制作Jack同学

这次中文戏剧演出中，我负责的是后台道具制作。学校的设计工艺（DT）课是英式教育体系里一种比较独特的课程，于是我就在课余时间利用这门课中所学习到的知识，制作了“金筷子”“银筷子”等道具，帮助演员们实现更好的舞台效果。

语文教师张东舒

本次演出中，我负责导演的剧目是主要由七年级的学生来参演的《孙权劝学》。在故事表演的过程中，如何记忆文言文风格的台词对同学们而言是个难点，所以大家用了大量的时间，结合声、台、形、表的一系列要求，锻炼了自己的语言能力。我相信对于孩子和老师而言，这次的戏剧表演是一场比较有意义的经历，也相信我们以后会在这种类似的活动中表现得更好。

学生家长

同学们表演得特别棒，很认真地投入了丰富的感情。孩子平常会在宿舍里也会稍微排练一下，为了更好地呈现舞台效果下了一些功夫。

读书破万卷，下笔如有神。通过演绎文学经典形象，惠立学子仿佛走进了文学经典人物的内心世界，深化了对角色的理解，感悟了经典作品沁人心脾的魅力和浪漫，把对文学经典作品的学习拔高了一个高度。就这样，我们从经典中汲取力量，以此为鉴走向前方；这体现的便是惠立“思既往，明开来”的理念。相信在惠立富有人文关怀的双语环境中，惠立学子能成长为全面发展、秉承惠立价值观和特质以及具备优质综合才能的人才，适应日新月异的世界并茁壮成长。

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How do we learn Chinese through drama?

A unique approach at HSH

There is a well-known idiom in China from a classic article on how Sun Quan, founder of the Eastern Wu dynasty, one of the Three Kingdoms, encourages learning. It indicates that a scholar who has been away three days improves themselves significantly and needs to be looked at with fresh eyes.

Granny Liu from the classic Dream of the Red Chamber said that noble families have an emphasis on etiquette. Her seemingly laughable rustic manners are a demonstration of her wisdom.

Maupassant’s classic, The Necklace, tells us a story of how a fake diamond necklace cost the beautiful Mathilde a decade of menial labour for her vanity.

For some pupils, reading the classics may seem like a headache: reading a thick dusty book on a scorching summer’s day about old stories that are far away from their modern lives often fails to spark their learning interest. However, there is compelling evidence that reading the classics can have a positive impact on our brains. A Liverpool University study discovered that reading classical literature can boost brain power, improve attention span and memory, and expand our intelligence. Professor Philip Davis, who was a part of the study, revealed that ‘serious literature acts like a rocket-booster to the brain.’

In an era where we are inundated by massive information that leads to reading fatigue, how can we guide our pupils to explore the classics? Classics have stood the test of time and will allow pupils to reflect and find peace of mind. Rather than merely reading textbooks, we have adopted a creative approach to teaching these stories by staging them as drama plays. Consequently, we observed an immediate increase in enthusiasm from Huili pupils and a deeper understanding of the characters and the implications of the stories. Read on to learn more about our unique Chinese drama play.

How do dramas help us learn Chinese?

Drama is a form of art that involves verbal and non-verbal language communication, music and fine arts. It enriches one’s experience and improves their understanding, expression, creativity, hands-on ability and collaboration. Here at Huili School Hangzhou, we firmly believe that pupils can learn Chinese through dynamic approaches. A combination of Chinese learning with drama plays integrates abstract thinking with body language and textbook knowledge with practical skills. This approach allows pupils to feel the emotions, create wonder and improve their expressive ability as well as acquire knowledge. With the collaboration of our Grade 7 to 9 pupils and the Junior High Chinese department, we bring the classics, including Sun Quan Encouraging Learning, Granny Liu Visits the Mansion, Du Fu, and The Necklace to life on our drama stage.

Learning experience is

what we stress more in

learning Chinese at Huili

Our Junior High Chinese teachers have been working to explore various ways of learning to create an immersive Chinese learning environment and an open, inclusive pedagogy that facilitates the well-rounded development of our Huili pupils. The emphasis is not only on achieving results but also on maximising the overall experience. During this drama project, pupils showcased their strengths and interests, by composing and revising the play, and participating as actors, directors and props managers, all of which deepened their understanding of the texts and the characters. Thus, what they learned in class was extended beyond the literal meaning.

What do the pupils and

their parents have to say

about this distinct learning approach?

We interviewed some participants and parent audiences after the play. Let us hear what they think about this unique language-learning approach.

Alice, Actress in Du Fu

I played the role of “elderly woman”. I don’t find playing this role overwhelming because I am an experienced actress with three years of musical experience. The only challenge was to memorise all the lines within only two weeks. I think my performance exceeded my expectations. But next time I play an elderly woman, I will work to lower my voice more to make it closer to the character.

Tom, Director of The Necklace

For me, directing the play was an incredible experience and challenge. From not knowing a thing about being a director to collaborating with the team and getting closer to everyone. And to the final presentation of the postures, expressions, tones and the lighting on the stage, I have learned so much because I used to be an actor, not a director. Now I am more confident to continue IGCSE drama as my optional course.

Jack, Prop Manager for Granny Liu Visits the Mansion

I was responsible for stage props for this drama play. As a unique course in the British education system, our school has design and technology lessons, from which I learned a lot and used my spare time after school to make “golden chopsticks” and “silver chopsticks” and contributed to an improved stage effect.

Christopher Zhang, Chinese Language and Literature Teacher

I was in charge of the play Sun Quan Encouraging Learning by Grade 7 pupils. What was challenging for pupils while playing, was to memorise the lines written in classical Chinese. Pupils put a huge amount of time into the play while considering the requirement of their vocal, line, physique, and performance. It was also a good practice to improve their language ability. I believe this play was a rewarding experience for both the pupils and teachers, and that we will continue to improve ourselves in similar events.

Current parent

What a wonderful play by the children! They put rich emotions into the play. I learned they practised even in their dormitories, working incredibly hard to present a better stage effect.

By portraying characters from the classics, Huili pupils delved into the characters’ inner emotions and deepened their understanding. Charmed by the romance of the classics, they were able to study classics from a brand-new level. Just like that, we draw strength from the classics and march forward to the future, an embodiment of how we follow a proud tradition and educate for the future at Huili. We believe that in such a caring, bilingual community at Huili, we develop well-rounded individuals with strong values and the skills to thrive in an ever-changing world.

Click the pictures to learn more about Chinese teaching at Junior High

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