The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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... Transformation Philip Taylor. The drama classroom: Action, reflection, transformation Philip Taylor ft RoutledgeFalmer J Taylor & Francis Group LONDON AND NEW YORK First published 2000 by RoutledgeFalmer 2 Park Square Milton Park.
... Transformation Philip Taylor. The drama classroom: Action, reflection, transformation Philip Taylor ft RoutledgeFalmer J Taylor & Francis Group LONDON AND NEW YORK First published 2000 by RoutledgeFalmer 2 Park Square Milton Park.
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... York, NY 10016 Reprinted 2001, 2002 by RoutledgeFalmer Transferred to Digital Printing 2005 RoutledgeFalmer is an imprint of the Taylor &• Francis Group © 2000 Philip Taylor The right of Philip Taylor to be identified as the Author of ...
... York, NY 10016 Reprinted 2001, 2002 by RoutledgeFalmer Transferred to Digital Printing 2005 RoutledgeFalmer is an imprint of the Taylor &• Francis Group © 2000 Philip Taylor The right of Philip Taylor to be identified as the Author of ...
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... York University for 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 ...
... York University for 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 ...
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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 |
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