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 31
Page 3
... focus on the conflict between character, but the forces operating on character which inhibit or constrain the expression of conflict. Platform I am not referring here to a raised area where the passion is performed, although drama ...
... focus on the conflict between character, but the forces operating on character which inhibit or constrain the expression of conflict. Platform I am not referring here to a raised area where the passion is performed, although drama ...
Page 7
... focus on predetermined results and when they ignore that outcomes occur in process. Attainment targets or outcomes statements point to the end rather than the means. The distinguished American educator Elliot Eisner (1991), for example ...
... focus on predetermined results and when they ignore that outcomes occur in process. Attainment targets or outcomes statements point to the end rather than the means. The distinguished American educator Elliot Eisner (1991), for example ...
Page 8
... focusing on stereotype, values, and people's blinkered perceptions. How are pigs and wolves considered in this world? To what extent do cultural understandings impact on our reading of events? How are judgements formed and when are they ...
... focusing on stereotype, values, and people's blinkered perceptions. How are pigs and wolves considered in this world? To what extent do cultural understandings impact on our reading of events? How are judgements formed and when are they ...
Page 12
You have reached your viewing limit for this book.
You have reached your viewing limit for this book.
Page 14
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