(City, 11th) To enhance educators’ professional skills and explore new avenues for integrating performing arts into classroom teaching, Ms. Lyu Shiyun, Chairperson of Sinaran Pelangi School (Honghua School), together with board supervisor Ms. Zheng Shijuan, recently visited the Tianqiao Performing Arts Center in Beijing as members of a professional study delegation for an immersive learning exchange.
The two took part in the “Huajiao Tongxinyuan—2026 Chinese School Management Leadership and School Development Planning Study Program” organized by Beijing Chinese Language and Culture College. Through study activities, they gained in-depth understanding of the transformative application of drama, narration, and role-playing in classroom teaching.
During the event, participants attended showcases and workshops, learning how to use body language, simulated scenarios, and improvisational creation to break through traditional teaching models, creating a more interactive and participatory learning environment.
As a key part of the study program, Lyu Shiyun and Zheng Shijuan personally took part in producing and performing a short play set in the old Beijing Tianqiao marketplace. From street hawker calls to traditional folk entertainment, they not only experienced the unique charm of Beijing's cultural heritage through recreating historical scenes but also accumulated creative teaching ideas they can apply in their own classrooms.
They noted that reconstructing scenarios can stimulate students’ desire to express themselves, while role-playing fosters empathy and teamwork, making classroom learning more lively and engaging.
Lyu Shiyun pointed out that drama education is not simply “acting out performances”—it builds a bridge between cognition and emotion. She hopes to bring this vibrant teaching approach back to her school, enriching teachers’ instructional methods and giving students a more diverse and well-rounded growth experience.
She stated that this study trip to Beijing reflects Honghua School’s emphasis on continuous teacher development, as well as the school’s educational philosophy of using innovative strategies to drive educational advancement and spark students’ initiative and creativity.
Looking to the future, Honghua School plans to gradually integrate drama elements into Chinese language, history, and socio-emotional curricula, promoting “holistic education” from concept to daily teaching practice.
During the event, participants attended showcases and workshops, learning how to use body language, simulated scenarios, and improvisational creation to break through traditional teaching models, creating a more interactive and participatory learning environment.
As a key part of the study program, Lyu Shiyun and Zheng Shijuan personally took part in producing and performing a short play set in the old Beijing Tianqiao marketplace. From street hawker calls to traditional folk entertainment, they not only experienced the unique charm of Beijing's cultural heritage through recreating historical scenes but also accumulated creative teaching ideas they can apply in their own classrooms.
They noted that reconstructing scenarios can stimulate students’ desire to express themselves, while role-playing fosters empathy and teamwork, making classroom learning more lively and engaging.
Lyu Shiyun pointed out that drama education is not simply “acting out performances”—it builds a bridge between cognition and emotion. She hopes to bring this vibrant teaching approach back to her school, enriching teachers’ instructional methods and giving students a more diverse and well-rounded growth experience.
She stated that this study trip to Beijing reflects Honghua School’s emphasis on continuous teacher development, as well as the school’s educational philosophy of using innovative strategies to drive educational advancement and spark students’ initiative and creativity.
Looking to the future, Honghua School plans to gradually integrate drama elements into Chinese language, history, and socio-emotional curricula, promoting “holistic education” from concept to daily teaching practice.