The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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Action, Reflection, Transformation Philip Taylor. THE DRAMA ACTION, REFLEC TRANSFORMATK The drama classroom The Drama Classroom provides an accessible and. Front Cover.
Action, Reflection, Transformation Philip Taylor. THE DRAMA ACTION, REFLEC TRANSFORMATK The drama classroom The Drama Classroom provides an accessible and. Front Cover.
Page
Action, Reflection, Transformation Philip Taylor. First published 2000 by RoutledgeFalmer 2 Park Square Milton Park Abingdon Oxon OX14 4RN Simultaneously published in the USA and Canada by RoutledgeFalmer 270 Madison Avenue, New York, NY ...
Action, Reflection, Transformation Philip Taylor. First published 2000 by RoutledgeFalmer 2 Park Square Milton Park Abingdon Oxon OX14 4RN Simultaneously published in the USA and Canada by RoutledgeFalmer 270 Madison Avenue, New York, NY ...
Page
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.
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