The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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Page 5
... involved in theatre studies differentiated what they did from the work of drama educators. As we will read, a most peculiar distinction of drama from theatre was made, where those who did drama claimed they were involved in process ...
... involved in theatre studies differentiated what they did from the work of drama educators. As we will read, a most peculiar distinction of drama from theatre was made, where those who did drama claimed they were involved in process ...
Page 6
... one another. And those involved in praxis can anticipate that such action, reflection and transformation should help people create a just and better world. Drama praxis in the curriculum Often educators can forget that THE DRAMA CLASSROOM.
... one another. And those involved in praxis can anticipate that such action, reflection and transformation should help people create a just and better world. Drama praxis in the curriculum Often educators can forget that THE DRAMA CLASSROOM.
Page 35
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Page 47
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Page 60
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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 |
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