The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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Page 7
... concerned with the process of playing, and while we usually have goals and directions it is the immediate classroom context that shapes them. Curriculum documents rarely include this vital contextual component of the teachers, the ...
... concerned with the process of playing, and while we usually have goals and directions it is the immediate classroom context that shapes them. Curriculum documents rarely include this vital contextual component of the teachers, the ...
Page 10
... concerned that the evocative pictures of the book's illustrator will lock the participants into one perspective. The teacher's telling or reading of the story has to create the evocative pictures within the students' imagination. While ...
... concerned that the evocative pictures of the book's illustrator will lock the participants into one perspective. The teacher's telling or reading of the story has to create the evocative pictures within the students' imagination. While ...
Page 21
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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