Eurasian Theatre and the Pedagogy of Actor: The Work of Mei Lanfang

We will make use of one of the authors’ personal experience with learning Chinese in order to enter issues of pedagogy and educational design from within that is from the learner’s perspective. However, our aim is to look at how educators might enhance the effectivity of their teaching by making use of embodied techniques. How can educators imagine embodied ways of teaching Chinese characters, drawing inspiration and knowledge from dramarturgical traditions? The autobiographical account, the true hearthfelt lifestory of a Western learner of Chinese, will be the unifying thread of our chapter
and we will hold on to it, coming back to its narrative approach, which will allow us to address issues of embodiment and affects in education. We will follow the learning journey of a Western learner of Chinese and will envision how a more explicit focus on and training of embodied techniques can possibly enhance the understanding and memorisation of Chinese characters, and possibly enrich the learners’ experience with positive emotional responses. Our aim is to look at how educators might enhance the effectivity of their teaching by making use of embodied techniques. How can educators imagine embodied ways of teaching Chinese characters, drawing inspiration and knowledge from dramaturgical traditions?