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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Page 3
... are not in conflict with one another in the play but rather are constrained by their life circumstances to express the kind of human beings they are and those they aspire to become. We can all think of other examples of where the ...
... are not in conflict with one another in the play but rather are constrained by their life circumstances to express the kind of human beings they are and those they aspire to become. We can all think of other examples of where the ...
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The distinguished American educator Elliot Eisner (1991), for example, tells us that knowing the outcome of the game tells us little about how it is played. In drama praxis we are concerned with the process of playing, ...
The distinguished American educator Elliot Eisner (1991), for example, tells us that knowing the outcome of the game tells us little about how it is played. In drama praxis we are concerned with the process of playing, ...
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The example to follow is one of my own design which has been taught with primary, secondary and higher education students. The plan is a useful one for highlighting ten key principles of drama praxis which inform this book.
The example to follow is one of my own design which has been taught with primary, secondary and higher education students. The plan is a useful one for highlighting ten key principles of drama praxis which inform this book.
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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 |
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
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 |