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This study explores the potentiality of integrating theatre games at secondary school level in Visual Art Education. This interdisciplinary approach is an attempt to go beyond conventional learning and teaching approach. This is in line with recent theoretical developments in the learning and teaching of visual art education that celebrate joy in the learning process. This qualitative case study approach collected data using interviews and observation. Participants in this study were Visual Art Education teacher and lecturer. These theatre games employed four techniques, namely Improvisation, Atomic Exploding, Magic If, and Actor Toolbox. The teacher participant prepared Daily Lesson Plan based on selected topics. These selected topics embedded nine types of games. The study indicated that the majority of students were able to learn more effectively based on theatre games. The active participation of students during the learning and teaching process indicated that the theatre games attracted them. The study also showed that the integration of theatre games was able to increase students’ creativity and enhance students’ learning motivation. The teaching units were found as engaging and heighten students’ visual spatial intelligence among secondary school students.
Khairani et al. (Wed,) studied this question.