Hong Kong Teachers Drama Association (HKTDA) was established in 1994. Since then we have been supported by the Hong Kong government for sixteen years, starting from former Hong Kong Education Department. Our development embraces the spirit of the article “The role of drama in education” published in 1992 by Dr. Li Yuet-ting, former director of education. It states that drama education, being an integrative art, would permeate all sorts of subjects and teaching activities. Drama education would be found in 4 forms:

1.      To improve the effectiveness of teaching. Drama education would be taken as a tool to complemen teaching in regular classrooms.

2.      To add sense of realitiy to activities by combining drama education with activities, specifically those of humanities and civic education.

3.      To disseminate knowledge about arts and humanities in Chinese languages and English languages by taking drama eduation as the tools and content of teaching.

4.      To increase students’ knowledge about drama by introducing drama activities as extra-curricular activities.

Since its establishment, HKTDA has been promoting drama education in the principles mentioned above. To bring the field of education with models of greter flexibility HKTDA also applies creative teaching models in various activities, subjects, and teaching.

In the early years of HKTDA, its primary task was to work with the school activities section of Education Bureau to popularize drama as extra-curricular activities, which included motivating schools to take part in the Hong Kong Drama School Festival. To echo with Education Bureau’s effort in accelerating education reform, we have also strived to facilitate the implementation of drama in regular curriculum and assist local schools to include Drama as a component in the curriculum. Since the year of 2000 more than dozens of primary and secondary schools have received supports from our association. We have also initiated interdisciplinary collaborations with different fields in promoting and actualizing drama pedagogy. Significant improvement in teaching of moral education and cultural education is evidential. Great progress is also withnessed among the teachers and students who received our training