Journal of Music and Performing Arts Khon Kaen University

Developing an Acting-Based Curriculum to Cultivate Empathic Communication Skills in Thai Medical Students

2025-02-25T21:29:11+07:00

Empathic Communication (EC) skills are fundamental to building effective doctor–patient relationships. Recently, improvisational theater has been integrated into EC training for medical students; however, the practical application of acting theory and the development of detailed curriculum structures remain under-researched. Stanislavski’s acting theory, which fosters authentic physical and emotional role embodiment, aligns well with EC skill development and holds significant potential for training medical students. This article introduces an “Acting for Empathy Curriculum” which integrates EC with Stanislavski’s theory across three domains: creative state of mind, communion, and creative imagination (3C skills).

The curriculum was piloted with two groups of medical students (a pilot group and an evaluation group), totaling 27 participants. Quantitative data were collected through post-training satisfaction questionnaires, while qualitative data were gathered via in-depth interviews conducted with participants both before and after the training. Additionally, 19 participants engaged in simulated patient roleplay before and after the course to assess improvements in their communication skills. Post-training results indicated that the curriculum positively impacted both learner satisfaction and EC skill enhancement. The 18-hour, 3-day program helped students connect with themselves, others, and patients. The creative state of mind component enhanced observation and listening, while acting exercises developed imagination and emotional understanding. Deep listening practices were interwoven throughout the program. Facilitators employed Viola Spolin’s teaching principles to foster a psychologically safe learning environment, encouraging experiential learning through acting. This 3C-based curriculum is well-suited for Thai medical students and can be adapted as an elective, a short-term training activity, or integrated into broader communication programs within medical education.

The Artistic features of Nuo dance in Nanfeng

2023-10-07T14:10:17+07:00

Nuo dance in Nanfeng County, Jiangxi Province is known as the "living fossil" of ancient Chinese dance. Nuo dance has a long history and is a form of performance that includes religion, music, dance and mask art. This paper mainly studies the dance characteristics and music form of Nuo dance in Nanfeng, hoping to facilitate the majority of learners to open their minds when studying this kind of works and grasp the connotation of Chinese folk works more prepared.

Becoming a Music Teacherpreneur: The Journey from Music Teaching to Music School Entrepreneurship

2026-02-26T21:54:58+07:00

The purpose of this research is to examine the process of becoming a music teacherpreneur. Using a qualitative case study approach, participants were required to hold a degree in music education or have full-time teaching experience in educational institutions, and to have transitioned to running a music school. Their schools must have operated continuously for at least five years and received recognition from students and parents. Two cases were selected, and data were collected through interviews and analyzed using thematic analysis.

The results show that Case Study 1, called Faith-driven Thai Music School, was shaped by parents involved in Thai music and dance, the participant developed an early passion and faith in Thai music. The process of becoming a music teacherpreneur begins with family roots in Thai music and inspiration from being called Kru (Thai traditional teacher), progresses to the establishment and official recognition of music schools, and is sustained through resilience and adaptation during crises while uploading values, relationships, and ethics.

For Case Study 2, named From Concert Pianist to Educational Trust, the participant, a renowned musician, began her entrepreneurial journey by leveraging her artistic strength and gradually building trust through students’ award-winning performances. The journey involves building a reputation and customer base, planning long-term finances, and developing music teachers to ensure quality teaching. Through effective communication, holistic relationships, and a clear long-term vision, she sustained trust and maintained quality, leading to continuity and impact in music education.

Enhancing students' proficiency in multicultural music through participatory learning management

2025-04-24T15:13:02+07:00

Today's education is confronted with rapidly rising cultural diversity in the context of international education. Multicultural instruction and the implementation of participatory learning concepts are essential tools for building a learning environment that fits the requirements of students. Knowledge is no longer restricted to professors in this day and age of readily available information. Teachers must not be self-centered. This method of learning is known as interactive learning. This article employs participatory learning in multicultural instruction as a case study to show how it might improve learners' understanding of musical cultural variety.

Multicultural music studies are ideal for collaborative learning, especially in ethnically varied classes. Students should be given opportunity to discuss their experiences with one another in order to create an appreciation of cultural diversity. Teachers play an important role in transferring collaborative learning information to real-world circumstances, assisting students in recognizing and avoiding ethnic stereotypes, especially when confronted with musical cultures other from their own. Classroom activities demonstrated that students gained a better awareness and respect for musical cultural variety, thanks in part to the opportunity to learn with classmates from other cultural backgrounds

The Creative Process of Devised Play “Just Scream, Darling!”

2025-08-30T09:54:37+07:00

This study examines the creation of the stage play “Just Scream, Darling!”, a production developed under the undergraduate Performing Arts Thesis. The play explores the challenges faced by performing arts graduates in navigating their careers post-graduation, reflecting the experiences, thoughts, and emotions of the creators regarding the identity and societal expectations of performing arts students. Central to the narrative is the critical question: “What job will you do after graduation?”

The creative process employed the Devised method to develop the play’s themes, script, and performance style. Drawing from concepts such as anxiety, dreams, and societal constraints, the creators engaged in practical experimentation, incorporating personal experiences into the development of scenes and characters. The resulting production combines elements of sitcom and shows formats, using humor and satire to portray the struggles of four newly graduated friends as they navigate the tension between aspirations and reality. The play highlights the pressures and expectations placed on graduates, both internally and externally, in a competitive and restrictive social environment. Through its narrative, it prompts audiences to reflect on their own dreams, perseverance, and the significance of friendship in overcoming challenges. This study contributes to the discourse on the role of devised theatre in addressing socio-cultural issues and fostering self-reflection among both performers and audiences.