The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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Page 3
... Bolton, who was one of the first leaders to claim how clumsy the term 'conflict' can be when describing classroom drama. For Bolton, drama expresses the constraints upon the expression of a conflict. If we look at the features of ...
... Bolton, who was one of the first leaders to claim how clumsy the term 'conflict' can be when describing classroom drama. For Bolton, drama expresses the constraints upon the expression of a conflict. If we look at the features of ...
Page 6
... Bolton, who, while he provided a theoretical framework for us to conceptualise drama, was a superb teacher himself, able to demonstrate ideas in action.2 And there are many others.3 Each of the field's leaders has a commitment to ...
... Bolton, who, while he provided a theoretical framework for us to conceptualise drama, was a superb teacher himself, able to demonstrate ideas in action.2 And there are many others.3 Each of the field's leaders has a commitment to ...
Page 19
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Contents
Getting started with good pretexts | 23 |
storydrama and storying across | 44 |
Designing drama curriculum | 74 |
Historical perspectives on drama praxis | 95 |
Resources and further reading | 133 |
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Common terms and phrases
action activity aesthetic approach argued artistic arts education asks assume Australia become begin Bolton Booth centre challenged Chapter classroom commit concerned construct context create creative critical curriculum David demonstrate described develop direct discussion drama praxis effective encounter Episode event example experience explore focus going happening Heathcote Heinemann human ideas important improvisation interest involved issues kind knowledge language lead leader learning lesson lives London look meaning O'Neill observation participants partnership passion patriots performance perspectives pigs play possibilities practice practitioners pre-text present Press principle process drama programme questions raised reading referred reflect relationship reminds Research responses role seemed shared skills social studies standards story storydrama strategies structure suggests Task teacher teaching tell temple theatre Theory thought transformed understanding University wolf York