The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
From inside the book
Results 1-5 of 20
Page
... demonstrates how educators can become effective reflective practitioners in drama education. Pitched for all levels, primary, secondary and tertiary, The Drama Classroom is a necessary and relevant resource for those committed to the ...
... demonstrates how educators can become effective reflective practitioners in drama education. Pitched for all levels, primary, secondary and tertiary, The Drama Classroom is a necessary and relevant resource for those committed to the ...
Page 6
... demonstrate ideas in action.2 And there are many others.3 Each of the field's leaders has a commitment to teacher education, a respect for its scholarship, and a shared interest in how to structure and investigate theatre in the ...
... demonstrate ideas in action.2 And there are many others.3 Each of the field's leaders has a commitment to teacher education, a respect for its scholarship, and a shared interest in how to structure and investigate theatre in the ...
Page 17
You have reached your viewing limit for this book.
You have reached your viewing limit for this book.
Page 18
You have reached your viewing limit for this book.
You have reached your viewing limit for this book.
Page 29
You have reached your viewing limit for this book.
You have reached your viewing limit for this book.
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 |
Other editions - View all
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