A journey of change with a Big Blue Whale: a theatre-in-education (TIE) programme on disability and dilemmas in the inclusive classroom in Korea

Abstract

The article chronicles and discusses A Big Blue Whale's Dream, one of the first major theatre-in-education (TIE) projects commissioned by local and governmental cultural foundations in South Korea. Designed specifically for the non-disabled fifth and sixth graders of Inclusive Classes to enhance their awareness and perception towards the disabled, the programme addresses sensitive and complex realities in the Inclusive classroom in Korea. The article also examines the TIE programme's implication on three major areas: the impacts and possibilities of using TIE for disability awareness education; the confusion and expectation in embracing TIE as a new theatrical and educational vehicle in Korea; and the continuing struggle of creating and sustaining collaborative arts partnership.

Keywords:

• TIE
• inclusive education
• arts partnership
• disability awareness

Acknowledgements

The author acknowledges Goyang Cultural Foundation, Gyunggi Cultural Foundation, and Korea Arts and Cultural Education Service (KACES) for their support of A Big Blue Whale's Dream.

Notes

1. In Korea, the term ‘special class’ refers to an independent class for disabled students (usually eight to 12 per class) led by a special teacher. In most cases, those students are officially enlisted in selected general classes (aka ‘inclusive classes’) and the students commute between the two classes depending on subjects and according to their individual abilities or preferences.

2. In South Korea and in this study, the official terms ‘special student’ and ‘special class’ incorporate all students with disabilities although more specified classifications are widely used in the field. A vast majority of disabled students enrolled in ‘special’ or ‘inclusive’ classes consists of those with cognitive, emotional and developmental disabilities rather than those with physical or sensory impairments.

Additional information

Notes on contributors

Byoung-Joo Kim

As a practitioner, researcher, and teacher, Byoung-Joo Kim worked for the renowned Creative Arts Team in New York before he received his PhD in the programme of Educational Theatre from New York University. He is the artistic/education director of PRAXIS in Korea. He has been adjunct professor at Sang Myung University and also lectures at Korea National University of Arts and Seoul National University of Education