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 29
Page 3
... examples of where the heart of the drama is located in the situations that prevent truths being revealed. Often in drama, it is when the conflict between or within the characters is expressed, that the curtain comes down, and the play ...
... examples of where the heart of the drama is located in the situations that prevent truths being revealed. Often in drama, it is when the conflict between or within the characters is expressed, that the curtain comes down, and the play ...
Page 7
... 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, and while we usually have goals and directions it is the immediate classroom ...
... 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, and while we usually have goals and directions it is the immediate classroom ...
Page 8
... 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. These principles ...
... 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. These principles ...
Page 12
You have reached your viewing limit for this book.
You have reached your viewing limit for this book.
Page 26
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 |
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