The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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Page 42
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Page 72
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Page 94
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action activity actor-teachers aesthetic argued artform artistic artistry arts education artwork asks audience Australia Bolton Boston Massacre Cecily O’Neill centre challenged Chapter characterised context create creative drama curriculum David Booth David Fulton demonstrate develop Dorothy Heathcote drama classroom drama educators Drama in Education drama praxis drama teachers Educational Drama Episode event experience explore Falmer focus happening Heathcote’s Heinemann Hornbrook ideas images improvisation language leader lesson lives London Longman Maxine Greene MERYL Molineux NADIE National O’Neill’s ofDrama participants partnership passion Patrick patriots pedagogical people’s perspectives Peter Slade PHIL pigs play Portsmouth Praxis principle pre-text process drama programme questions reading recognise reflective practice Reflective practitioners Regata responses seal-woman Slade social studies stereotype story storydrama strategies structure suggests Task teacher in role teaching temple tension Theatre in Education themes Three Little Pigs transformed understanding University visual arts wolf York