Embodied pedagogy and expressive pathways for middle-aged women in China community theatre

This study explores embodied expression training for Chinese middle-aged women within community theatre, addressing their expressive dilemmas under family-based ethical constraints. Drawing from Grotowski, Boal, and Freire and adapting their models through cultural translation, the research constructs a ‘Three-Stage, Two-Path, Five-Mechanism’ pedagogical framework. Using rehearsal-based ethnography and multi-source data from twelve participants, the study reveals differentiated expressive trajectories, including primary and edge pathways, which are rooted in family structure and gender ethics. It proposes symbolic action, non-verbal mediation, and rhythmic pacing as key expressive strategies. The model offers a culturally situated, operational teaching mechanism with future implications for cross-contextual adaptation and digital integration.