The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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... education and a regular presenter at conferences worldwide. His previous books include Redcoats and Patriots: Reflective Practice in Drama and Social Studies and Researching Drama and Arts Education: Paradigms and Possibilities (Palmer ...
... education and a regular presenter at conferences worldwide. His previous books include Redcoats and Patriots: Reflective Practice in Drama and Social Studies and Researching Drama and Arts Education: Paradigms and Possibilities (Palmer ...
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... Education for permitting me to adapt for this text work I have previously presented for them. My gratitude to the Creative Arts Team at New York University for hosting my sabbatical in 1998 which enabled me to research this book ...
... Education for permitting me to adapt for this text work I have previously presented for them. My gratitude to the Creative Arts Team at New York University for hosting my sabbatical in 1998 which enabled me to research this book ...
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... arts' role through the generations has been to 'chronicle the time', to unfold the nature of our lives and the world ... education, the argument went, are not team players and don't get on (see O'Brien and Dopierala, 1994). We who have a ...
... arts' role through the generations has been to 'chronicle the time', to unfold the nature of our lives and the world ... education, the argument went, are not team players and don't get on (see O'Brien and Dopierala, 1994). We who have a ...
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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