The Drama Classroom: Action, Reflection, TransformationHow can teachers incorporate drama into the curriculum? What drama activities are especially successful? How do teachers know when students are learning in, through and about drama? Teachers who are new to drama, or those wishing to refresh their knowledge and ideas, should find practical answers and guidance in this text. The book introduces the work of Cecily O'Neill to demonstrate the entry points to drama lessons, the pre-texts, and how educators need to introduce lessons with challenging material. He then uses the work of David Booth to highlight one aspect of drama - storydrama - and how it can be used as an effective learning medium across the curriculum. |
From inside the book
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David Booth's approach to storydrama, and how such can be used as an effective learning medium across the curriculum is examined. The text blends good theory and practice (praxis) and demonstrates how educators can become effective ...
David Booth's approach to storydrama, and how such can be used as an effective learning medium across the curriculum is examined. The text blends good theory and practice (praxis) and demonstrates how educators can become effective ...
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Acknowledgements Chapter I Drama praxis: elements and principles 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 ...
Acknowledgements Chapter I Drama praxis: elements and principles 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 ...
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Yes, there are the functional and communication skills which can be developed, and the social habits which can be refined, but these skills are not dependent on drama praxis, and there are other curriculum areas which deal with them.
Yes, there are the functional and communication skills which can be developed, and the social habits which can be refined, but these skills are not dependent on drama praxis, and there are other curriculum areas which deal with them.
Page 5
Those involved in theatre arts and drama education, the argument went, are not team players and don't get on (see O'Brien and Dopierala, 1994). We who have a commitment to teacher education and curriculum DRAMA PRAXIS: ELEMENTS AND ...
Those involved in theatre arts and drama education, the argument went, are not team players and don't get on (see O'Brien and Dopierala, 1994). We who have a commitment to teacher education and curriculum DRAMA PRAXIS: ELEMENTS AND ...
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We who have a commitment to teacher education and curriculum reform, especially in the field of theatre education, are aware that many of the great practitioners are equally the great theorists. I am thinking of the brilliant educator ...
We who have a commitment to teacher education and curriculum reform, especially in the field of theatre education, are aware that many of the great practitioners are equally the great theorists. I am thinking of the brilliant educator ...
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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
Bibliographic information
| Title | The Drama Classroom: Action, Reflection, Transformation |
| Author | Philip Taylor |
| Publisher | Routledge, 2004 |
| ISBN | 1135710449, 9781135710446 |
| Length | 152 pages |
| Export Citation | BiBTeX EndNote RefMan |