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 1
Drama praxis refers to the manipulation of theatreform by educational leaders to help participants act, reflect and transform. At the core of drama praxis is the artful interplay between three elements - people, passion and platform ...
Drama praxis refers to the manipulation of theatreform by educational leaders to help participants act, reflect and transform. At the core of drama praxis is the artful interplay between three elements - people, passion and platform ...
Page 2
If you like, participants in drama are split into two parts. Actors live, weep, and laugh on the stage, continues Stanislavski, but as they do so, they observe and control themselves in the action: 'It is this double existence, ...
If you like, participants in drama are split into two parts. Actors live, weep, and laugh on the stage, continues Stanislavski, but as they do so, they observe and control themselves in the action: 'It is this double existence, ...
Page 4
In the drama classroom though, the audience can be the participants themselves as they work towards aesthetic understanding. Aesthetic understanding Aesthetic, a word which has confounded and perplexed commentators for some time, ...
In the drama classroom though, the audience can be the participants themselves as they work towards aesthetic understanding. Aesthetic understanding Aesthetic, a word which has confounded and perplexed commentators for some time, ...
Page 7
While the plan is familiar to the teacher, in this case myself, I know that each group of participants will respond differently to the work. Although teachers may safely assume that there are conventional readings of the material, ...
While the plan is familiar to the teacher, in this case myself, I know that each group of participants will respond differently to the work. Although teachers may safely assume that there are conventional readings of the material, ...
Page 8
In this respect, storydrama shares much in common with process drama (see Chapter 2) as both shift participants' perceptions through the experience of the dramatic artform. The True Story of The Three Little Pigs by Jon Scieszka (1989) ...
In this respect, storydrama shares much in common with process drama (see Chapter 2) as both shift participants' perceptions through the experience of the dramatic artform. The True Story of The Three Little Pigs by Jon Scieszka (1989) ...
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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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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 |