The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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Page 10
... going to get some sugar for his dear old granny's birthday cake didn't sound all that exciting. So they jazzed up the story with all of this 'Huff and puff and blow your house down stuff. ' They made me the big bad wolf. That's it. I ...
... going to get some sugar for his dear old granny's birthday cake didn't sound all that exciting. So they jazzed up the story with all of this 'Huff and puff and blow your house down stuff. ' They made me the big bad wolf. That's it. I ...
Page 11
... going to be one of the most difficult we've faced', he suggests. 'I mean we have a confession here from Alexander, a confession that he devoured these porkers and, as we know, wolves are the natural predators of pigs.' While the teacher ...
... going to be one of the most difficult we've faced', he suggests. 'I mean we have a confession here from Alexander, a confession that he devoured these porkers and, as we know, wolves are the natural predators of pigs.' While the teacher ...
Page 16
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Page 33
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Page 51
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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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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