|Abstract: ||摘 要|
;Hakka puppet theater and transmission of Hakka
culture: “PlayPuppet” as a case study
After the Mother Tongue Language Movement, the Hakka consciousness was awakened, and various types of Hakka artistic and cultural activity developed quickly. Puppet theater, in the past primarily seen as being performed in Taiwanese, is being infused with Hakka and Hakka elements in their quiet contribution to the transmission of Hakka culture and popularization of Hakka. Existence of Hakka puppet theater has been overlooked. This study seeks to
use monograph records and journal articles to review the origins and history of Hakka puppet theater’s development in Taiwan. This is used to analyze comparisons and contrasts of Hakka puppet theater to mainstream Hakka “view of drama,” and in turn learn about why Hakka puppet theater was not popular early on in Taiwan. It was not until establishment of Hakka Affairs Council, which encouraged Hakka artistic and cultural activities that changed the operational conditions for the troupes.
The purpose of this study is to explore “Hakka puppet theater and transmission of Hakka culture,” using “PlayPuppet Hakka puppet theater troupe” as a case study to explore the current operations and ideals of the Hakka puppet theater troupes, the performative features of Hakka puppet theater, the performance occasions of Hakka puppet theater, and analysis of the audiences. The study also explores how the troupe and “Shuanglian Hakka Puppet Club” teachers used the team teaching model and the creative drama instructional method to elicit student interest in learning Hakka puppet theater, Hakka culture, and the Hakka language, so that elementary school students can become intimate with “Hakka” through their actual experiences, thereby achieving the goal of cultural transmission.
The study used qualitative research methods including documentary analysis, participant observation, and in-depth interviews to collect data, supplemented by data analysis. The interview subjects are the members of “PlayPuppet” and teachers, students, and parents at “Shuanglian Hakka Puppet Club,” and semi-structured interviews are used. In addition, the researcher used participant observation to understand how theater troupes incorporate Hakka elements into puppet theater at the schools, how they instruct student learning, student benefits in learning Hakka puppet theater, and accommodation by schools and clubs. These are used to explore how Hakka puppet theater has affected Hakka culture taking root for elementary school students.
Findings of this study include the following:
1. Hakka puppet theater does indeed exist in the
Taiwanese performance environment.
2. Hakka puppet theater can help elementary school
students learn Hakka culture and the Hakka language.
3. Instruction on creative drama can help elevate
students elevate their interest in learning about
4. Establishment of the Hakka Affairs Council helped the
troupe to develop a dual performance and education
5. The difficulties faced by the Hakka puppet theater
troupe and solutions.
All the findings of this study are summarized to propose recommendations for Hakka puppet theater troupes, schools and club teachers, education authorities, Hakka Affairs Council, and future research for reference.
Keywords: Mother Tongue Language Movement, Hakka puppet theater, Hakka culture, team teaching model, creative drama