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
At the core of drama praxis is the artful interplay between three elements - people, passion and platform - as leaders and participants strive towards aesthetic understanding. People Drama is a collaborative group artform where people ...
At the core of drama praxis is the artful interplay between three elements - people, passion and platform - as leaders and participants strive towards aesthetic understanding. People Drama is a collaborative group artform where people ...
Page 2
Nor do not saw the air too much with your hand, thus; but use all gently: for in the very torrent, tempest, and, as I may say, the whirlwind of your passion, you must acquire and beget a temperance that may give it smoothness.
Nor do not saw the air too much with your hand, thus; but use all gently: for in the very torrent, tempest, and, as I may say, the whirlwind of your passion, you must acquire and beget a temperance that may give it smoothness.
Page 3
While the passion might involve 'combat', it does not always. I am attracted to the argument of the British educator Gavin Bolton, who was one of the first leaders to claim how clumsy the term 'conflict' can be when describing classroom ...
While the passion might involve 'combat', it does not always. I am attracted to the argument of the British educator Gavin Bolton, who was one of the first leaders to claim how clumsy the term 'conflict' can be when describing classroom ...
Page 4
The formality of mainstream theatre houses is but one space in which passions can occur, perhaps the more conventional space, certainly from the time of Shakespeare. But the praxis contained within this book pushes the boundaries of ...
The formality of mainstream theatre houses is but one space in which passions can occur, perhaps the more conventional space, certainly from the time of Shakespeare. But the praxis contained within this book pushes the boundaries of ...
Page 7
... students react differently on given days and the material they are presented with can raise passionate or lethargic responses which could never have been predicted. Research reveals that students have a strong investment in the ...
... students react differently on given days and the material they are presented with can raise passionate or lethargic responses which could never have been predicted. Research reveals that students have a strong investment in the ...
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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 |
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
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 |