The Drama Classroom: Action, Reflection, TransformationRoutledge, 2004 M01 14 - 152 pages How can teachers incorporate drama into the curriculum? |
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... practice. Clear advice is provided on what the key elements and principles are for effective drama practice. Informed by international developments in the teaching of drama, The Drama Classroom incorporates the pioneering work of two ...
... practice. Clear advice is provided on what the key elements and principles are for effective drama practice. Informed by international developments in the teaching of drama, The Drama Classroom incorporates the pioneering work of two ...
Page 5
... practice For many years now, the word 'practice' has suggested something quite different from theory. Practice connoted the doing, the active, the process. Theory connoted the not-doing, the thinking about, the product. Unfortunately ...
... practice For many years now, the word 'practice' has suggested something quite different from theory. Practice connoted the doing, the active, the process. Theory connoted the not-doing, the thinking about, the product. Unfortunately ...
Page 6
... practice of good teachers, the term did promote a division from theatre practice which we are still trying to unravel today. I much prefer the term 'drama praxis' to 'drama practice'. Praxis, a word developed by the Brazilian educator ...
... practice of good teachers, the term did promote a division from theatre practice which we are still trying to unravel today. I much prefer the term 'drama praxis' to 'drama practice'. Praxis, a word developed by the Brazilian educator ...
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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