The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
From inside the book
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Action, Reflection, Transformation Philip Taylor. For two of my inspiring mentors in drama praxis, Cecily and David Contents Acknowledgements Chapter I Drama praxis: elements and principles Chapter.
Action, Reflection, Transformation Philip Taylor. For two of my inspiring mentors in drama praxis, Cecily and David Contents Acknowledgements Chapter I Drama praxis: elements and principles Chapter.
Page
... Chapter 2 Getting started with good pre-texts Chapter 3 Getting deeper: storydrama and storying across the curriculum Chapter 4 Designing drama curriculum Chapter 5 Historical perspectives on drama praxis Chapter 6 Building and ...
... Chapter 2 Getting started with good pre-texts Chapter 3 Getting deeper: storydrama and storying across the curriculum Chapter 4 Designing drama curriculum Chapter 5 Historical perspectives on drama praxis Chapter 6 Building and ...
Page
... hosting my sabbatical in 1998 which enabled me to research this book, especially my sincere thanks to Lynda Zimmerman and Chris Vine. Chapter 1 Drama praxis: elements and principles Drama praxis: the. viii Acknowledgements.
... hosting my sabbatical in 1998 which enabled me to research this book, especially my sincere thanks to Lynda Zimmerman and Chris Vine. Chapter 1 Drama praxis: elements and principles Drama praxis: the. viii Acknowledgements.
Page 1
Action, Reflection, Transformation Philip Taylor. Chapter. 1. Drama praxis: elements and principles. Drama. praxis: the. three. elements. Drama praxis refers to the manipulation of theatreform by educational leaders to help participants act ...
Action, Reflection, Transformation Philip Taylor. Chapter. 1. Drama praxis: elements and principles. Drama. praxis: the. three. elements. Drama praxis refers to the manipulation of theatreform by educational leaders to help participants act ...
Page 5
... Chapter 5 how damaging the separation of theory from practice can be, especially when those involved in theatre studies differentiated what they did from the work of drama educators. As we will read, a most peculiar distinction of drama ...
... Chapter 5 how damaging the separation of theory from practice can be, especially when those involved in theatre studies differentiated what they did from the work of drama educators. As we will read, a most peculiar distinction of drama ...
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